In their new vision for public schools, Randi Weingarten and the American Federation of Teachers (AFT) are right: students need more active, human, hands-on learning. They need projects, movement, collaboration, civic engagement, career-connected experiences, and chances to tackle real problems.

That is the strongest part of the AFT’s 10-point plan. The emphasis on career and technical education (CTE), experiential learning, and preparation for the future of work deserves attention. If we are serious about preparing students for modern careers, students need learning experiences that reflect the tools, practices, and expectations they will actually encounter beyond school.

The 10-point plan’s name, “Devices Down, Eyes Up, Hands-On,” may sound appealing, especially to adults exhausted by distraction, low-quality screen use, and Big Tech overreach. The problem is that it aims at the wrong target. Devices are not the enemy of active learning. Passive, drill-and-kill learning is.

A drill-and-kill worksheet on a Chromebook is still a worksheet. A lecture with a slide deck is still a lecture. A multiple-choice test on a screen is still a multiple-choice test. Technology did not create passive learning. In many cases, it exposed how much passive learning was already there and made it easier to scale.

Not every lesson needs a device. Rather than considering whether screens are up or down, the better questions are: what are students doing, why they are doing it, and whether the tool helps them learn, create, connect, solve, or demonstrate understanding.

The AFT plan includes several worthwhile ideas: stronger privacy protections, independent research, limits on manipulative technology, more hands-on learning, and adequate public school funding--all of which is important. But when the frame becomes “devices down,” schools risk confusing a management strategy with a learning strategy.

While the plan’s name is misguided, it is worth looking at each of the 10 points directly. Some parts are right, some need a better frame, and others would create the opposite of what our students and schools actually need.

What follows is where the plan gets it right, where it falls short, and why “devices down” is not the path to meaningful learning.

Point 1. No screens for pre-K through second grade

The AFT calls for no screens for students in pre-K through second grade unless there is a compelling reason, such as support for a student with special needs.

The instinct is understandable. Young children need play, language, movement, stories, relationships, manipulatives, exploration, and hands-on learning. They do not need to spend large parts of the day watching videos or completing low-level digital tasks.

But “no screens” goes too far. A child passively consuming content is not doing the same thing as a child using literacy tools to hear a story, build vocabulary, practice phonics, illustrate writing, translate a word, enlarge text, or share a recording with family. Those are different experiences and policy should treat them differently.

Accessibility should not be treated as an exception or afterthought. Some students read, write, listen, speak, translate, caption, enlarge text, dictate, or produce work more effectively with digital tools. That includes students with disabilities and multilingual learners, but it also includes students who may not have a formal accommodation. A policy that says “no screens unless you have special needs” can unintentionally stigmatize the students who benefit from access.

The standard should be higher than “screen or no screen.” Screens should be purposeful, adult-guided, developmentally appropriate, and never allowed to crowd out human interaction, play, movement, stories, and hands-on work. That is more demanding than a ban. It requires educators and policy makers to consider thoughtful choices.

Point 2. No student-facing AI in elementary schools

The AFT also calls for no student-facing artificial intelligence in elementary schools, supervised AI use for older students, and a ban on social companion chatbots for students under 16.

Most would agree that social companion chatbots do not belong in elementary schools. Schools should not help companies simulate relationships with children. But banning all student-facing AI in elementary school is too broad. There is a difference between a child forming an emotional attachment to a chatbot and a teacher using an AI-supported tool for translation, accessibility, vocabulary support, feedback, or differentiated practice under supervision.

There is also a difference between using AI to avoid thinking and using AI to strengthen thinking. Responsible AI use should start with the learning goal, not with the tool. Teachers need to help students understand when AI supports learning and when it gets in the way.

Young children should not be using AI freely. However, that does not mean they should learn nothing about AI or never encounter an AI-supported learning experience. They need age-appropriate digital and AI literacy: this includes what responsible and appropriate use is, how it should be questioned, and how to think critically before tools are placed in front of them without context.

Avoidance is not preparation. Guardrails, judgment, and age-appropriate instruction are.

Point 3. Redesign schooling around active and career-connected learning

This is where the AFT plan is strongest. Active learning, project-based learning, experiential learning, and career-connected learning should be at the center of the conversation.

If students are bored, distracted, and disengaged, the answer is not simply removing devices. The answer is to design learning worth paying attention to..

This matters most in CTE. Students preparing for healthcare, media, construction, design, engineering, business, computer science, culinary arts, public service, or green energy will not enter device-free workplaces. They will use digital tools to research, design, diagnose, communicate, manage projects, analyze data, create media, document work, collaborate with teams, and solve problems.

If we say we value career-connected learning while making “devices down” the default, we are sending mixed messages. Modern CTE requires meaningful technology use. Students should not just learn about careers, but practice with the tools of those careers in authentic ways.

Every lesson does not need a screen. But when a device helps students do the work more authentically, collaboratively, creatively, or effectively, putting it away makes no sense.

Point 4. Build literacy, numeracy, and civic engagement

Students need strong literacy, numeracy, and civic engagement. But “devices down” is not how students build those skills for the world in which they live.

Students need to read deeply. They also need tools that support vocabulary development, translation, accessibility, feedback, publishing, and access to high-interest texts at different reading levels. Learning to write in a world with AI, or using a strong digital reading platform well, is not the same as random screen time.

Students need number sense. They also need opportunities to explain their thinking, use data, create tutorials, and learn from one another. When students create a video explaining a math concept, they are not just answering a problem. They are making their thinking visible.

Students need civic knowledge. They also need to understand how algorithms, misinformation, surveillance, platforms, AI, and online communities shape public life. Digital citizenship is civic education now. It cannot be treated as an extra lesson after something goes wrong.

A device-down approach does not teach students how to evaluate information, protect their privacy, manage their digital footprint, communicate responsibly, or participate thoughtfully in online spaces. Schools should recognize students are in these spaces.

Point 5. Focus on well-being

The AFT is right to connect learning with student and family well-being. Students do not learn well when they feel unsafe, unsupported, isolated, anxious, sleep-deprived, or disconnected from school.

But well-being is not simply a screen-time issue. If students are struggling, schools should look at schedules, relationships, homework loads, sleep, movement, food insecurity, school climate, mental health support, family communication, social media, and the habits students are developing in digital spaces.

Digital well-being belongs in the curriculum, not just in the device policy. Students need to understand how notifications affect attention, how platforms are designed to keep them engaged, how to protect their privacy, how to communicate respectfully, when to disconnect, and when a face-to-face conversation, movement, rest, or quiet focus is the better choice.

A ban can make adults feel as if they acted meaningfully while leaving the deeper issues untouched. The goal should be healthier learning environments and healthier digital habits, not simply less device access or fewer minutes with screens.

Point 6. Protect academic freedom, intellectual property, and educator judgment

Educators should not be handed technology because a vendor made a good pitch. They also should not be blocked from safe and useful tools because policymakers are scared. Academic freedom matters. Teachers should have the professional judgment to decide how their students learn best. That includes the ability to choose when a digital tool supports learning, when it gets in the way, and when a mandated curriculum or platform is not serving their students well. A district-approved tool is not automatically good instruction. A required platform is not automatically the right fit for every learner, lesson, or classroom.

Educator judgment should be central, but teachers should not be left alone to evaluate every app, platform, privacy policy, accessibility claim, AI feature, and instructional promise. That is not sustainable, and it is not fair.

Schools need trusted public-facing reviews, privacy ratings, accessibility information, safety indicators, AI risk assessments, and quality signals that help educators make better decisions before tools reach students. Common Sense Media, ISTE+ASCD, Digital Promise, and similar organizations have all contributed pieces of this infrastructure, but the work is fragmented, unstable, and unevenly known.

Teacher judgment matters most when it is supported by reliable information and respected in practice. The answer is not to tell every educator to vet everything alone, but to build stronger, transparent systems that help educators understand risk, quality, accessibility, privacy, and instructional value, while still trusting teachers to make the final instructional call for the students in front of them.

Point 7. Establish a gold standard for AI safety and privacy

Schools should demand strong safety and privacy protections from AI providers. Companies that cannot meet those standards should not serve K-12 education.

Student data should not be the price of participation. Schools should know what data is collected, how it is used, who has access to it, how long it is retained, whether it is used to train models, and what happens when a tool is discontinued or sold.

This is where clear standards matter. Schools need transparent contracts, strong data rules, parent communication, accessibility review, bias testing, security review, educator training, and ongoing monitoring. They also need the will to say no to tools that do not meet the standard.

Safety and privacy standards should not become a back door to blanket avoidance. The right response to risk is governance. If AI is going to affect the future of work, schools need to teach students how to use it safely, ethically, and critically. That starts with adults making informed decisions before tools are placed in front of students.

Point 8. Create an independent research consortium

There needs to be independent research on AI, screens, and educational technology, research that is not funded by the industries selling the products. Schools have been flooded with products that make big promises and provide thin evidence. Too often, districts are left to figure out impact on their own while vendors move on to the next sale.

Some useful work already exists through organizations such as Common Sense Media, ISTE+ASCD, Digital Promise, and the EdTech Evidence Exchange. Again, the issue is that this work is scattered, unevenly used, and not always connected to the decisions schools make every day.

The research questions also need to improve. “Are screens good or bad?” is too shallow. We should be asking which kinds of screen use support learning, which kinds undermine learning, for which students, at what ages, under what conditions, with what teacher support, and for what goals.

Passive consumption and active creation should not be treated as the same thing. A student scrolling through entertainment content is not doing the same work as one using a device to interview a community member, analyze data, produce a podcast, translate materials for a family audience, or document a science investigation. That is why the goal should not simply be more research. Educators do not need another disconnected report that treats all screen use the same. They need trusted evidence they can actually use to make better decisions about tools, teaching, and learning.

Point 9. Adequately fund public education

Public schools need adequate funding. That includes staffing, facilities, professional learning, mental health supports, libraries, arts, athletics, career pathways, accessibility tools, modern infrastructure, and technology that works.

It also includes the basics too many people skip over: reliable WiFi, adequate bandwidth, devices that function, enough technical support to keep systems running, and clear guidance on how to use educational technology well. It is not enough to hand schools devices and platforms and then blame teachers when the infrastructure, support, or instructional guidance is not there.

Too often, schools are told to prepare students for the future while being funded for the past. That is especially damaging for CTE. Students need access to current tools, not outdated simulations of work. They also need educators who have the training, support, and time to use those tools in ways that strengthen learning rather than digitize old assignments.

The AFT is right to warn against AI and vouchers becoming another excuse to defund public education. But this is also why the “devices down” frame is risky. Wealthier families will still provide access, tutoring, devices, AI tools, enrichment, internships, and networks outside of school. If public schools pull back from teaching students how to use modern tools well, students with less access outside school lose the most.

That is not equity. That is retreat.

Point 10. Tax Big Tech

The AFT calls for a tech tax on Big Tech earnings and some business operations to address harms and disruptions caused by technology and AI.

A real argument exists for that. Technology companies have profited enormously from public attention, public data, public infrastructure, and public institutions. If their products create costs for schools, workers, communities, and the environment, they should not get to externalize those costs while public systems clean up the mess.

But a tech tax should not become a substitute for better education policy. If money comes from Big Tech, it should support public-interest goals: independent research, educator professional learning, privacy enforcement, accessibility, digital citizenship, AI literacy, CTE infrastructure, and public accountability.

It should not become another funding stream that sends public dollars back to the same companies with minimal oversight.

The better frame is purpose first

The AFT is right about a lot. More hands-on learning. Stronger privacy protections. More scrutiny of Big Tech. Better protection for children from manipulative platforms and simulated relationships. A renewed insistence that education is human work.

But “devices down” is the wrong goal. It makes the device the problem when the deeper issue is often learning design, adult guidance, infrastructure, privacy, safety, and support.

Devices can distract students. Notifications distract. Poorly designed platforms distract. So do boring lessons, unclear tasks, weak relationships, irrelevant assignments, and classrooms where students are asked to comply rather than think.

Removing the device may solve an immediate classroom management problem, but it does not prepare students to manage attention when the device comes back. And it will come back. In college, at work, in civic life, in relationships, and in nearly every modern career, students will need to focus, create, communicate, and make good decisions in technology-rich environments.

Students need explicit practice with digital well-being, attention management, purposeful tool use, and knowing when technology helps and when it gets in the way. They need to learn when to close the screen, when to use it, when to silence notifications, when to collaborate face-to-face, when to use AI, when to question it, and when to do the thinking without it.

Sometimes devices should be down. Students should discuss ideas face-to-face, build with their hands, play outside, conduct experiments, write privately, make art, and listen to one another without a screen in sight.

Other times, devices should be up. Students should use them to research, create, collaborate, publish, translate, document, code, communicate, design, get feedback, and solve problems.

The goal is not more technology or less technology, but better learning, healthier habits, and students who know when and how to use the appropriate tools to think, create, communicate, collaborate, and solve problems.

Since the pandemic, many schools have been struggling to implement ways to audit their STEAM-related tech. Whether their laptops are broken, their microscopes are missing, or they have equipment in boxes in a closet somewhere, many STEAM tools of the trade go unchecked. This can lead to unnecessary funds being used on tech that may already exist in a school or at another school in your district.

Here we speak with Kerri Wall, Senior Digital Innovation Administrator for the School District of Indian River County in Florida, about her innovative STEAM Checkout system, how it helps keep tech organized, how it helps save money, and how you can do something similar.

STEAM Checkout: How it Works

Keeping track of the sheer amount of STEAM tech in your school can be a daunting task, even for a dedicated inventory specialist. Even if you believe you know everything about what your building is housing, you might be surprised at what you find (or don’t find). Having a system in place makes for easier inventory and accurate record keeping, and that is the essence of Wall’s STEAM Checkout program

“I took over this position in visual integration and we were looking for LEGO spike robots for a class,” says Wall. “A teacher had requested them. We knew we had them in the district and they were somewhere. So we started looking for them. We still had classroom carts, and so we were going through the classrooms looking for computers that might have been stowed away. There was just an enormous amount of materials that were in closets. It was truly shocking.”

And thus, STEAM Checkout was born.

“What we did was we said, ‘We want to gather all of the resources that are in the district and put them in a centralized location and manage them,’” Wall says. “I had to do a lot of promising to schools that [if it’s your equipment, you’ll get first dibs]. We’ll make sure we get everything back, and then we will expand what you have access to. And I had several schools that I had a really good relationship with, so they were really all about that collaboration.”

Being able to pool resources district wide and have a multitude of devices at district disposal enriches the experience of each school involved, simplifies the organization process, and helps to reduce overall spending.

Another aspect of the STEAM Checkout system is the inclusion of professional development to ensure that educators are well-versed in how all available technology works. One aspect of school technology not being used, as Wall points out, is that teachers shy away from what is unfamiliar.

“We purchased our K-5 laptops, lab discs…and teachers weren’t using them,” says Wall. “They didn’t know what they were. So with creating the central checkout, we also had to provide PD. We’re really lucky that our district does a district-wide PD day as our kickoff to teacher planning. At that PD session we did an entire half-day session on all the equipment that was available on STEAM Checkout. They called it ‘tech tapas’. You spent 20 minutes and you put your hands [on a piece of technology], you did a little activity, and then we handed them a lesson plan.”

With this process in place, no one person holds all the information about the technology available in a classroom, school, or the district. All teachers involved in the PD session are able to use all of the tech available through the STEAM Checkout system.

How Can You Create Your Own STEAM Checkout?

Putting together a program such as STEAM Checkout is no small feat, but the payoff is clear when an entire district can share its resources. As Wall explains, getting everyone on the same page–or spreadsheet–is a good place to start.

“So the first step is we created a shared file,” says Wall. “We had a STEAM coordinator, and what they wanted to do is they wanted to know what the schools had. So they created a shared file. Here’s a tab for every school you have. Tell us what you have.”

What happens if a school misreports their inventory?

“You have to be boots on the ground,” explains Wall. “You have to be hands on the doors. Open the doors and look through the closet and take pictures and write it down. It’s laborious, but it has paid off so much for us…we did it. It was 22 days because we had 22 sites, and we just went all hands on deck. We went room to room, closet to closet. We documented, we wrote, we took pictures, and then we compiled a full list. That was such a financial savings because the district was buying supplies that the schools had. That was year one.”

After you compile the list, what next?

“Year Two was ‘Who will share,’’’ says Wall. “Let’s at least get some things that we can share [among the district]. Then Year Three was the true STEAM Checkout and organization. But you do have to have someone who centrally manages the equipment and the sharing of the equipment. I’m blessed that we have the space, that we have a location where we can house everything and can move it around the district. We have a delivery guy whose whole job is to pick up broken computers and return repaired computers. We just added STEAM Checkout to his route.”

Inventory, organization, and logistics are essential to getting a system such as this off the ground. And as Wall mentions, don’t be dismayed if it takes a while to get started.

“If somebody truly wants to do this, it’s at least a three-year process,” says Wall. “Year One is inventory. Year Two is the baby steps of getting buy in and participation. Year Three would be actually taking ownership of the supplies and figuring out how to organize them, house them, move them, and load them out.”

If you’re intent on changing how your district uses and shares its tech, a STEAM Checkout system can go a long way in achieving that goal.

• Best STEM Apps For Education
• Best Practices for Implementing STEM Resources

Providing every student with reliable and consistent access to digital learning tools is no longer a luxury for school districts—it’s the cost of a 21st-century education. While it can significantly enhance learning, the widespread adoption of 1:1 student-to-device programs places a heavy burden on district resources for device upkeep, security, and software updates.

Schools are now tasked not only with ensuring each student has access to a device, but are also navigating a new set of challenges with developing systems to manage repairs, replacements, and secure internet access for thousands of iPads, Chromebooks, and other technology devices.

By implementing efficient management practices, districts can help maximize the effectiveness of their investment in technology and maintain a seamless learning experience.

Here are four strategies to help K-12 districts navigate the surge in 1:1 devices and other technology.

1. Life Support

Schools have long helped students understand how to respect and protect districts’ investment in resources to extend their lifespan. While we’ve come a long way from using brown paper grocery bags as book covers, students still play a key role in taking care of their school-issued supplies.

Investing in protective materials, such as sturdy cases, screen protectors, and keyboard covers, is one of the simplest and most cost-effective ways schools can extend the life of their digital devices. These relatively inexpensive solutions act as a first line of defense against common accidents, such as drops, spills, and overstuffed backpacks, that can quickly turn a functional device into an unusable one. By equipping devices with protective gear, schools can avoid frequent replacements and repair costs while ensuring that devices remain in good working condition throughout the school year and beyond.

Another way schools can foster a culture of responsibility and device care is by launching an engaging educational campaign that encourages students to properly maintain their digital tools. Elements could include informational sessions, posters, and ongoing reminders about best practices for handling devices like keeping screens clean, avoiding drops, and managing battery health. Involving students in the campaign, perhaps by creating videos or designing materials, can make the message even more impactful, reinforcing the idea that everyone plays a part in maintaining a sustainable tech environment.

2. Techxperts

Engaging a student-led tech team (“techxperts," if you will) can be a smart, cost-effective way for schools to manage technical support while empowering learners with real-world skills. By forming a team of tech-savvy students to assist with device repairs, software troubleshooting, and basic maintenance, schools can reduce the workload on their professional IT staff and foster a sense of responsibility and accomplishment in students.

In order to be successful, it’s critical to have a structured program that’s folded into the curriculum or incorporated into your school’s career and technical education (CTE) program. Offering a technical certification from Cisco or partnering with local community colleges for dual credit are also great incentives for students to participate.

Knowledge and skill levels will vary, so begin with a screening test to check aptitude, as some students may be a better fit to manage the logistics of ticketing and project tracking than working on repairs and software updates.

With clear guidance, training sessions, and mentorship from IT staff, student tech teams are a mutually beneficial way to help address everyday issues and help ensure a smoother, more sustainable tech environment for the entire school community.

3. Tech Teamwork

Appointing a dedicated committee to manage digital devices in schools is crucial to ensuring that these valuable tools are used effectively, maintained properly, and available to all students.

A committee composed of key stakeholders such as teachers, librarians, IT staff, administrators, parents, school board members, and student representatives, can provide diverse perspectives. The committee can create comprehensive plans to handle device management, understand needs at a classroom level, establish guidelines for responsible use, and organize regularly scheduled maintenance checks and software upgrades.

By meeting quarterly, this group can help schools stay ahead of evolving technology needs, secure funding for future purchases, and establish best practices for integrating devices into the curriculum. By appointing a dedicated committee, schools not only protect their investment but also create a collaborative environment that prioritizes effective, sustainable digital learning.

4. Invest in Asset Management Software 

Asset management software can provide real-time location tracking, status, and detailed device inventories, doing the heavy lifting and ensuring the entire team knows what resources are in each building. This software can also help districts reduce surplus and accurately forecast future purchasing needs, as well as stay on top of maintenance, flagging devices for repairs before they become unusable. It can also make the most of limited budgets by tracking device depreciation, warranties, and licensing information.

Asset management systems can also play an important role in tracking software usage across a school district, monitoring how often specific programs and applications are accessed. It gives administrators a clear picture of what software is being underused or heavily relied upon, enabling them to make data-driven decisions about future technology needs.

In embracing a 1:1 digital device program, schools have a unique opportunity to prepare students for a digitally-driven world. However, simply providing devices is not enough; successful implementation requires ongoing planning and support. When managed wisely, 1:1 devices can provide students with a personalized and enriched learning experience, empowering them to develop critical skills, bridge learning gaps, and engage more deeply with their education, setting them up for success in a connected world.

• Phil Hintz is the Chief Technology Officer for the Niles Township School District in Chicago, IL.
• Carl Hooker is an educator, speaker, consultant, author, entrepreneur, and podcast host.
• Shad McGaha is the Chief Technology Officer for Belton ISD in Belton, TX.
• Eva Mendoza is the Chief Information Technology Officer for San Antonio ISD.

The Auburn School Department in Maine is able to fund a sustainable 1-2-1 program thanks in part to a simple-sounding but rarely implemented strategy: they resell student and staff devices before any become worthless. 

“The model that schools have had since I've been in education, which is a long time, is use them until they are useless for anything but perhaps a boat anchor,” says Peter Robinson, Technology Director at Auburn School Department.  

Older devices will need to be replaced eventually, so selling a few years before the technology is totally outdated can help school districts fund replacement items, Robinson says. In recent years, Robinson has led this process in his district and for these and other efforts, he was honored with the Best Overall Implementation of Technology at a recent Tech & Learning Regional Leadership Summit in Massachusetts. 

Robinson is a native of Cheltenham in the United Kingdom. He first came to Maine as a camp counselor but met his wife while in the U.S. and decided to stay. He fell in love with teaching after working as a substitute teacher, and ultimately combined his love of technology with his love of teaching. 

He shares tips for districts on maintaining sustainable 1-2-1 technology programs by reselling devices. 

Resell Your Devices While There Is Still Value  

The Auburn School Department tries to resell devices after three to four years of use. “That’s kind of the sweet spot,” Robinson says. “Sometimes it goes a bit longer because it’s just the way of things.” 

Auburn uses primarily Apple devices, which tend to have better resale value than some other products, Robinson says. But used laptops from other brands can still draw decent prices. 

Currently, Auburn is looking to sell district-owned iPads that are more than four years old and have been issued to fifth graders. The price he is expecting is about $87 per device. The resale price of devices varies dramatically based upon age and condition, but oftentimes reselling those three to four-year-old devices will provide 20-25 percent of the cost of new devices. 

“Obviously, if you sold them sooner you get more,” Robinson says, but since there’s always an additional cost to buying new devices, finding the sweet spot can be a challenge. 

Work With The Right Company  

A key to a successful buy-back program is finding the right vendor with which to work. 

Auburn had a bad experience after a vendor hired by the state gave the district an estimate of what it could pay per device and then ended up claiming the devices were not of the quality they anticipated. That hasn’t happened with Auburn’s new vendor Second Life Mac. 

“I spent a lot of time vetting a bunch of different companies and Second Life is the one that was willing to fly somebody out here and actually do a walkthrough with me and look at our devices and say, ‘Yep, I think this is what we've got, and we’ll guarantee you X amount of money.’ They've come through every single time. They've always given us either what they said they'd give us or more.” 

To share your feedback and ideas on this article, consider joining our Tech & Learning online community here.

• 4 Strategies for Tech-Savvy Teaching
• Best Tools for Teachers

The best mobile device management tools, or MDM solutions, can help an education institution better keep track of, and control tablets, laptops, smartphones and desktops. The right MDM can help IT admins stay in firm control.

The key here is that a great mobile device management solution will make the work of the IT team far more efficient, ultimately saving time. But on top of that, it will allow for greater control over the mobile devices to ensure all are always working at their best.

The right tool can allow an IT administrator the power to locate, lock, and even wipe devices all remotely from a central location. But, of course, it can do a whole lot more too.

So which is the best mobile device management tool for your school or college? Read on to find out everything you need to know.

• The Best K-12 Learning Management Systems
• Student Information Systems
• One-to-One Computing and Classroom Management

1. Filewave Endpoint Management Suite: Best Overall MDM

Founded in 1992, FileWave provides its Endpoint Management Suite to education, enterprise, and government institutions to assist IT teams throughout the entire lifecycle process of inventorying, imaging, deployment, management, and maintenance. 

FileWave’s Endpoint Management Suite is an all-in-one, highly scalable MDM solution that solves the many challenges of managing a diverse and growing population of users, devices, and content. It does this by ensuring organizations have a comprehensive solution that supports both client (desktop) and mobile devices across Mac, Windows, iOS, and Android.

This all-inclusive, multi-platform unified endpoint management solution offers many unique and powerful features that streamline the entire IT lifecycle process (inventory, image, deploy, manage and maintain) within a single console. 

Key features:

- Complete multi-platform support (macOS, iOS, Windows & Android).

- Multi-platform imaging (direct, network, and layered models).

- Patented fileset deployment (deploy anything, anytime, at any level).

- Patented booster technology (highly scalable infrastructure that significantly reduces network traffic).

- True self-healing technology (auto-repair broken installations).

- Device discovery, tracking and security; inventory, license and content management.

- End-user self-service kiosk (user specific, on-demand content, and updates).

- Robust patch management (OS and 3rd party updates).

2. Jamf Pro: Best MDM for Apple

Since 2002, Jamf has been helping more than 4,000 school IT teams, instructional technologists, administrators, and teachers manage Macs and iPads in the classroom to ensure their Apple programs are a success. With Jamf Pro, users can automate Mac and iPad deployment and simplify ongoing management.

Jamf Pro offers ongoing device management that evolves with the changing needs and expectations of the classroom. 

Key features: 

- Support for Apple’s Device Enrollment Programs to automatically enroll and configure new devices.

- Integration with Apple School Manager and zero-day support for all new Apple releases.

- Definition of settings using configuration profiles, policies, and custom scripts.

- Management of Apple’s built-in security tools: passcodes, security policies, software restrictions, and Lost Mode.

- Access to Jamf Nation, the Apple IT community of 100,000-plus members.

3. Lightspeed Mobile Manager: Best MDM for Schools

Lightspeed Mobile Manager is a unique MDM solution made just for schools. It saves time and money with multi-OS support, intuitive IUs, integration with Apple and Windows programs, and a school-based hierarchy and policy inheritance.

Mobile Manager is designed with a hierarchy to match a district and inheritance to make policies easy to set across levels. It’s multi-OS, and it has classroom controls for teachers. 

Key features:

- Ability to control all of your devices remotely with the click of a button.

- Integrate your SIS to automatically create users and groups.

- Manage all of your solutions from a centralized dashboard interface; and more.

4. Securly MDM for Schools: Best MDM for Teachers

Securly puts both IT administrators and teachers in control of classroom devices by providing school-specific mobile device management plus classroom management tools. Securly supports iOS, Android, and macOS. Apple VPP and DEP are supported at both district level and school level. 

Teachers can freeze student screens, lock to a specific app or website, and more. Securly is highly scalable, from a single school with just a few carts of devices to large districts with many school locations and thousands of devices in a 1:1 program.

Securly is designed exclusively for schools, so everything from the intuitive interface to the classroom feature set is designed to meet schools needs, rather than corporate enterprise needs, which can be quite different for mobile device management. 

For example, schools often have to refresh an entire fleet of devices between school years, so functions for mass-reset help the IT department accomplish this. Schools also have the unique need of sharing administration responsibilities with teachers, who need to make changes at the classroom level. Securly empowers them to accomplish this.

5. Impero Education Pro: Best MDM for Safety

Schools use Impero Education Pro for a wide array of administrative IT tasks such as controlling passwords, managing printers, or setting computers to power on or off at certain times. This saves time for IT departments because they can schedule school-wide installs, patches, and updates from one screen instead of having to physically go to each device.

Impero Education Pro also provides mobile device monitoring tools to help teachers take full control of their classrooms while allowing students to benefit from the use of technology. Teachers can share their screens, send or share files with students, take over or lock students’ computers, create exams, assign tasks, send direct messages to students, or monitor thumbnails of students’ activity in real time to ensure they are on task.

The software also monitors students’ online activity on a school’s network and alerts educators if students use keywords that could indicate cyberbullying, sexting, radicalization, self-harm, or a range of other issues.

Impero Education Pro is unique in that it provides seamless integration across multiple platforms. It consolidates a range of powerful classroom, network, and device management features enabling schools and colleges to reduce costs and improve both staff and student productivity. 

Its online safety functionality uses keyword detection technology to help schools safeguard students online, and provides deeper monitoring than many other types of monitoring software. 

Impero Software also partners with nonprofit and specialist organizations including Hey Ugly, ikeepsafe, Anad, and the Institute of Digital Citizenship in order to develop its keyword libraries and to connect schools with appropriate resources.

Also Consider: Black Box Wallmount Charging Locker

Whether you’re a teacher, IT tech, or administrator, Black Box Wallmount Charging Lockers are engineered to save your floor space and your budget. Ideal for smaller classrooms that are short on space, the lockers hold 9 or 12 iPad tablets or 15-inch Chromebook laptops. 

These tools also give you the versatility to mount multiple lockers together for more storage options. Adjustable rackmount rails enable you to mount other IT equipment too. Plus, the 100% steel lockers hold up to 150 pounds and are guaranteed for life.

Wallmount Charging Lockers are unique because devices and power bricks are accessible from the front, which allows the lockers to be stacked on all sides to form device charging walls. Other lockers need to have access to the front and the back or top, not allowing them to form locker walls. Also, the Wallmount Charging Locker has optional GDS Wireless Charging technology to eliminate device power cords for most tablets used in the classroom.

• The Best K-12 Learning Management Systems
• Student Information Systems
• One-to-One Computing and Classroom Management

No one could have foreseen the COVID-19 pandemic and its effect on our schools to this scale. Some of the sharpest IT minds around the country have had to develop plans to distribute devices and Internet access to students rapidly, train staff, and become 24-hour tech support for their communities.

I recently interviewed six Educational Technology leaders from a variety of demographic areas across the country. Some had a version of 1:1 devices prior to this crisis, and they all use different tools for video conferencing and learning management systems (LMS). All have unique and common challenges that they need to overcome on a daily basis.

Shad McGaha, Chief Technology Officer, Wichita Falls ISD, Wichita Falls, TX

Adam Phyall, Director of Technology & Media Services, Newton County School System, Covington, GA

Kerry Gallagher, Assistant Principal for Teaching and Learning, St. John’s Prep Academy, Danvers, MA

Brent Wise, Director of Strategic Initiatives, Mariemont City School District, Cincinnati, OH

Brian Mull, Learning Design Coordinator, Trinity Episcopal School, New Orleans, LA

Andrew Wallace, Director of Technology, South Portland Maine Schools, Portland, ME

Key Takeaways

Distribution of devices to students 

Phyall: We didn’t have enough to provide every student with a device, so we started by giving one device to each family, which was checked out by each family’s oldest student.

McGaha: We refurbished more than 5,000 devices to be distributed. Parents completed the loan agreements that we use for our current 1:1 campuses, and then worked out a time with the campus to come and pick up the device.

Mull: Being a 1:1 school prior to this, many of our older students had taken the devices home. Elementary students who did not already have personal iPads at home were given their school iPad to use.

Wallace: We set up our gymnasium similar to a polling location. We spread out the devices to maintain social distancing and had a check-in area where families could come in during two designated days to pick up their child’s device.

Families without access

McGaha: We used our transportation department to distribute work packets to those students without WiFi access. We also installed some Kajeet Cradlepoints on our buses and put those in various locations throughout our district.

Wallace: We leveraged partnerships with local internet service providers to get access into the households identified as having a need. As parts of our community are densely grouped, we also asked neighbors to grant access to their networks for their school-aged neighbors.

Remote support

Mull: We’re using TeamViewer on all devices so if there’s an issue, students can send me their ID and passcode and I can connect to see what the issue is. If there’s a bigger issue, we have someone in our school front office on Tuesdays and Thursdays for one hour. Families can bring in a broken laptop and exchange it for a spare if that’s the step we recommend to them.

Wallace: If a device is broken, we’ve set up lockers on the outside of our central building, and whenever a student needs a repair, we assign a locker number and give them a temporary code to exchange the broken device with a replacement. We then put the device in a quarantine of sorts for a few days and wipe it down before attempting to repair.

Phyall: We use Chrome Remote Desktop to troubleshoot remotely, but if it’s a larger issue, we have them complete a form with their home address. I have technicians who can go to the home and deliver a replacement (using gloves and masks) to their front step and pick up the broken device. 

Gallagher: When we started seeing more of a need for video conferencing as a way to support both students and staff, we invested much of our efforts in getting teachers educated on the proper use of Zoom. They were required to get a “driver’s license” of sorts through a brief training and tutorial to avoid many of the pitfalls, such as “Zoom-bombing.”

Retrieval of devices

Mull: Normally, we collect all devices at the end of each school year to hold for the summer. If we’re still in a stay-at-home situation, we probably won’t collect any, as these devices do provide our kids with the socialization they need while being isolated. 

Phyall: We’re handing out devices that may never come back and we have to be prepared for that while at the same time communicating with families about the importance of maintaining and caring for the devices. My immediate thought is that we would set up a system similar to our distribution in which there would be drop-off locations throughout our county for families to return devices. 

Wallace: We’re working with campus principals and are using buses to deliver replacement devices as needed, so that could be easily turned into a pick-up situation with the proper communication. 

Unique challenges

Phyall: Our plan was to distribute one device per family, but we already encountered a family with eight school-aged kids. So I would advise leaders to have a plan, but to also build in some flexibility for extreme situations.

Wise: We didn’t initially plan to send devices home for our younger students but parents quickly realized that if they were using their own computer for remote work, their kids couldn’t use it too.

McGaha: We’re starting to see a shortage in our supply line for parts. A large majority of our parts come from China and with the pandemic affecting their production we are starting to see a delay in parts getting to the U.S.

New opportunities

Wise: This has pushed many teachers to do things they’ve never done or tried before. I had a math teacher the other day contact me, excited to share how they were using screen recording features to do a virtual whiteboard recording. 

Gallagher: I will say that when it comes to online learning, the asynchronous model is the best model. It allows those students with limited access or families struggling with all of this to have time to learn without a strict schedule or putting kids in front of a device for several hours.

Wallace: I think now, more than ever, we have an opportunity to work with local companies and businesses to make sure our students have the access they need. The issue around equity and access has been a national problem that’s now suddenly being addressed. It shouldn’t have taken this pandemic to do it, but I’m glad we’re all now thinking about creative solutions to solve access issues for our students.

By providing 10 USB Type A ports, the Think Write USB Power Adapter can allow most of the class to charge their phones, tablets and notebooks without overwhelming the room’s AC outlets. It can provide 2.4-amps to each device, is protected against electrical damage and the device has a power switch and comes with a 5-foot power cord. With a 1-year warranty, it costs $80, although the price will go down with volume purchases. 

Tired of carrying around a bulky notebook or tablet all day from class to class? Samsung has an app for that. The company’s DeX Desktop Experience software is a unique program that lets teachers and students put all their schoolwork on their phones. With the power to redefine how schools deal with digital media and curriculum, DeX can be a real eye-opener. 

Used by first responders and the military as a way to do without bulky computers, the key is that in addition to using the phone for calls, texts, social media postings and Web work, you can plug the phone into a display and interact in a full desktop environment that’s looks and feels a lot like Windows and macOS. In other words, there’s no need to carry a phone and a computer around anymore. Teachers and students can take notes, draw geometric shapes or sketch a social studies map on the phone directly and then plug it into a display, keyboard and mouse for heavier tasks, like writing or grading essays, doing Web research and interacting with online curriculum. 

[Put To The Test—HP Chromebook X2]

PLUG AND VIEW

Even though DeX has the power to turn a phone into the equivalent of a full desktop computer, its day-to-day use is surprisingly simple. There’s nothing to download or install; the needed software is already on the phone. DeX leaves all the phone’s security in place and when it’s connected, you can open the phone by entering its PIN using a keyboard. 

The result can be eye-opening for educators, to say the least. When its connected to a display or projector, instead of a cramped vertical view of the phone’s screen occupying about one-third of the display space, Dex delivers a full-screen horizontal experience at up to the phone’s screen resolution. 

Windows and Mac users will feel right at home. There’re icons for programs as well as a row of apps and services along the bottom. Click on any icon and you get a full-screen space to work with. It’s perfect for typical school tasks, like researching a chemical reaction online, going through a spreadsheet of chem lab results, writing up the lab and even adding in tables and illustrations. That’s because under DeX’s skin is a full multi-tasking environment where windows can be resized, moved around and items can be dragged from one window to another. 

The latest DeX software allows another trick. If you load the DeX app on a PC or Mac and plug the phone into its USB port, the phone can exist inside a window on the computer. This allows you to drag images, Web addresses and blocks of text between the computer’s open windows.

Unlike other platforms, though, there are no native DeX programs, per se. There are, however, hundreds of Android apps that have been enhanced to work with DeX. They range from Word, Excel and PowerPoint to Adobe Acrobat, Gmail and the Chrome Browser to a slew of Photoshop apps and several videoconferencing services. The vast majority of Android apps have not been enhanced but work with DeX without a problem.

Not all phones work with DeX, though. The easiest way to make the connection is to use a USB-to-HDMI adapter with a Samsung Galaxy Note 9, S10, S10+, Note 10, Galaxy Tab S6 or Active Tab Pro tablet. Older phones, like Galaxy S8, S8+, S9, S9+ or Note 8 phone require the $60 DeX Station dock that also charges the phone. Once the phone is connected to the display, you can either use a USB hub to plug in the keyboard and mouse or link them using Bluetooth. You can also use the phone’s screen as a touchpad.

PHONE-CENTRIC SCHOOL

Using DeX at school will require a paradigm shift to say the least. Imagine that rather than supplying computers for students and teachers or specifying what parents should get for their kids, the school required students to have a DeX-ready phone. The students would do their class assignments, homework and tests on the phone either directly or connected to a keyboard, screen and mouse that the school provides in classrooms, libraries and common areas. At home, they can plug into a computer for research, homework and working on longer projects. 

To see how DeX can change the dynamic of teaching and learning, I set a Note 10+ phone up with an Acer 21-inch HD display, generic USB-C to HDMI adapter and a Logitech K400 wireless keyboard and touchpad; later, I switched to an AOC i1601FWUX USB-C display, which didn’t need a video adapter. All told, it took less than a minute to set up and the gear cost less than $150 but getting a compatible Samsung phone is the big-ticket item, costing between $200 and $1,000. 

I started by creating and presenting a social studies lesson in PowerPoint on immigration using the public records from the Ellis and Angel Island immigration archives. Then, I moved on to giving a lesson on simplifying fractions and how hydrogen bonding affects biology. When I was connected to the display, keyboard and mouse, it was the equivalent of desktop computer but when the bell rang, rather than stuff a cumbersome notebook into a bag, I unplugged the Note 10+ phone, put it in my pocket and was ready for the next class. 

The DeX desktop came into its own when I used Google’s Live Transcribe app on the phone to record a 45-minute lesson. While the initial transcription was tolerable, using DeX, a big screen and keyboard made correcting its mistakes much easier than doing it on a phone’s small screen or transferring the data to a desktop computer. 

It’s odd, but about the only thing DeX can’t do is allow me to use the phone’s touch-sensitive display and its S-Pen to interactively annotate what’s on the screen. This would have been a big help in pointing out a trick while solving an equation or underlining a passage in a novel. 

DeX may not be for everyone, but it has the power to transform your phone into a desktop computer. Afterall, you already have your phone with you all day, why carry anything else.

Samsung DeX Desktop Experience: Grade A

Price: works with Samsung Galaxy S8, S8+, Note 8, S9, S9+, Note 9, S10, S10+, Note 10 phones as well as Galaxy Tab S6 or Active Tab Pro tablets; some might need a desktop dock 

Pros

• Free software
• Turns phone into the equivalent of a desktop computer
• Multi-tasking environment
• Lots of apps available

Cons

• Can’t use the phone’s screen to annotate
• Requires moderately expensive phone

 After brainstorming ways to peer coach, two virtual charter school teachers use their affinity for distance learning tech and podcasting to reach fellow educators around the country.  

Who: Michael Hernandez, Film/Broadcast Journalism/Photography Teacher (Grades 9-12)

Where: Mira Costa High School, Manhattan Beach, CA

What: Getting a Read on Students through Digital Storytelling

I first started dabbling with ebooks in my cinema class a few years ago the kids were like, "Why are we making books when this is a film class?" I would explain, this is film production, what we're really here to do is tell stories and find unique ways to do so. I had them create experimental videos as part of the unit and put them together to create their own book. They had to think of a collection of these videos and how they would pull together to make a story that was cohesive and more interactive, offering a little bit different way for the audience to connect with the story. 

One student had taken a creative writing class so he had been writing poetry. He used his poetry as a voiceover in his experimental video. So within the book, he had text and some of the text had links to the video he created. It made it really dynamic for his readers and got the kids to really think differently about how they tell stories. I saw it not only as enhancing the final product but a challenge to how they think about my curriculum. 

Positive Results

This sort of storytelling made them brainstorm unique ways they can convey their knowledge and information. It's something I think is missing in some classrooms -- giving kids opportunities to show what they know in ways that might suit them best. Not everyone is good at tests, not everyone is good at writing essays. While those are important things to know, it’s nice that we offer opportunities for students to create authentic projects they can share with the world. When I see what they create, the way they express their thoughts, it tells the story of the students themselves. I am reading the student and their experience in a way I don’t often get to while sitting in the classroom.

The Biggest Challenge

A lot of school districts use Chrome books, but that restricts to students to…basically typing. It kind of defeats the purpose of tech in the classroom. You have to pay extra to do anything. Pay extra for video editing, extra for a video camera. People making buying decisions don't think about those the wealth of free tech they are missing out on when they opt for Chrome. With all of the myths that are out there about the evils of screen time, perhaps we miss the tech benefits in being openminded about embracing their phones and using them for good. It behooves all of us as educators to embrace these tools that are already in their hands, so we can teach kids how to use them properly and productively.  

Finding Funding

I don't get funding directly from the school, all of our tech works from parent donations. But most high school kids have smart phones and there is a lot of free software. Teachers shouldn’t be dissuaded based on budget, most of our students have iPhones -- you can use iMovie and it's free. You can use Adobe Spark or Pages, it's free.

Pro Tips

Consider the value in not only the content and knowledge exhibition, but in how that proof of learning is shared. One of the big things that I get to teach are real world projects. My kids make projects that impact them and their peers. Projects that make them think and feel differently. They don't make dumpster projects that go in the trash once they get the grade.

Tech Tools

• iMac 
• Macs
• iPhones
• Apples Suite
• Finalcut Pro
• Pages
• Adobe Rush
• Adobe Spark Post
• Instagram
• Twitter
• Book Creator- Chrome

Connect with Me

The newscast my students produce is seen by audience members around the world. You can see their work by following them on Instagram @mustangmorningnews 

If you are in the world of education and you haven’t heard the acronym “SEL,” you are probably in the minority. SEL stands for “Social-Emotional Learning,” the label given to the “soft skills” students need to be successful. 

Skills like collaboration, self-awareness, self-regulation, and decision-making are all part of a broad category that is being looked at as essential for success beyond the classroom. Students today are coming to school with more trauma, more fears, more anxiety, and generally more needs than ever before. Learning how to cope with these challenges is vital, but many students still struggle with finding social-emotional balance. 

There have been many theories about why social and emotional skills are not as strong as they could be. One theory is that as technology access grows, social and emotional skills decrease. 

Authors like Dr. Jean Twenge lend credence to the idea that technology is to blame in the decrease of social and emotional skills. In her book, iGen: Why Today’s Super-Connected Kids are Growing Up Less Rebellious, More Tolerant,  Less Happy--and Completely Unprepared for Adulthood, Dr. Twenge lays out the differences between previous generations and the one she has named “iGen” -- a term for students growing up after the infiltration of smart devices into society.

Dr. Twenge’s argument is that the immediate gratification and overwhelming amount of information available at our fingertips can become an obsession. If not used as the tool it is, a smart device has the ability to become extremely detrimental to social and emotional skills. 

Technology is not blameless in the decrease of social-emotional skills. However, technology can also open up opportunities for social-emotional well-being. Here are just a few examples:

• Mindfulness and meditation apps are available on smart devices. What used to require an in-person guide can now be achieved from the comfort of your bedroom, opening up the benefits of self-awareness to thousands more than ever before.
• Google Forms and other similar collaborative tools can engage those students who are uncomfortable talking about problems, but are willing to write about them. The teacher can then have access to that information in real-time, the student has not embarrassed himself by speaking in front of the whole class, and follow-up can be done discreetly.
• Companies are designing user experiences for the education sector with SEL in mind. Beyond the companies that are creating mindfulness practices, all content area designers are looking for ways to integrate more “soft skills” into their programs.
• Virtual and augmented reality can be used to provide students with immersive experiences that can foster empathy. With this technology, students can visit other places and times, such as concentration camps to Cambodia, to understand the horrors of genocide that they would never experience without technology.  
• There are endless opportunities to use Hangouts or similar virtual conference technology to expand learning and access to professionals, from school psychologists to AP teachers, to world languages. 

The melding of SEL and technology has gone so far as to become a focus for ISTE sessions (Read Caitlin Krause’s article, “Social Emotional Learning Revolutionizes ISTE: Is “Edtech” Edging Toward Redundancy?” here https://www.techlearning.com/resources/social-emotional-learning) and other technology conferences. 

As educators, we can help our students focus on the positive use of technology to support social emotional well-being. We can model for them what it looks like to have a disconnected conversation. We can allow them to use the tools available in their lives to improve their lives. And, we can guide them to know when enough is enough when it comes to their mental health around connected devices.

Nikki Schafer is an Instructional Technology Specialist in Omaha, Nebraska, where she lives with her husband, two little girls and two large dogs. Nikki has a bachelors in Music Education from the University of Nebraska at Lincoln, a Masters in Instructional Technology from the University of Nebraska at Kearney, and is currently working towards a Masters in Educational Leadership with Doane University. 

One of the benefits of a technology-rich classroom environment is supposed to be better opportunities to personalize learning for all students. But what does that look like in practice? In October, over fifty leaders from districts around the country (and a few from Canada) met to discuss what personalized learning looks like in their districts. The Tech & Learning Leadership Summit gave participants the chance to network, learn with and from each other, and learn about programs that might be useful for them and their districts.

The weekend started off on Friday with a huge welcome and a bus ride. Participants met with scientists at Argonne National Laboratory to learn about technology use at the highest level. One group of leaders got to learn about the supercomputer on campus, while the other group explored the Advanced Photon Source, or APS.

Argonne National Laboratory is getting ready for a large remodel, and participants were treated to a discussion about all the upgrades that are on the horizon. The new supercomputer, Aurora, will be the fastest in the world. The rebuilt APS will allow for calculations that are ten times more precise and produce thousands of times more data. Companies that use space at Argonne for research will be able to work faster than they ever have before. The possibilities are endless with these new improvements, and the excitement was evident on the faces of all who spoke about it.

After a tour of the facilities, participants were able to have a discussion about the educational opportunities for everyone—from pre-K to postgraduate students. Argonne National Laboratory is leading the charge to bring STEM education into the classroom and to help students find their spark in whatever way they can. Megan Bruozas, manager of Argonne’s educational programs and outreach, introduced ideas tied to courses of study for different age levels and discussed the individualized attention that can be given to students in the workshops and camps the Laboratory offers. The bus ride back to the hotel was lively with discussions about opportunities for students, possible partnerships, and excited techies geeking out over the things they had just seen.

Saturday morning began with an animated keynote by Alex Seeskin around the idea of adult relationships easing transitions for students. Seeskin’s work with the Urban Education Institute, in partnership with Chicago Public Schools, has been instrumental in opening people’s eyes to the idea that factory-based education no longer makes sense and that relationships and autonomy now drive student success.

The very idea that students can move through our current education system unscathed seems almost laughable after listening to Seeskin’s talk about his co-authored report “Practice-Driven Data; Lessons from Chicago’s Approach to Research, Data, and Practice in Education.” The lack of preparation for transitions—from class to class, teacher to teacher, and especially year to year—is a large part of why some students aren’t able to be successful in high school or beyond. Seeskin suggests that schools and districts plan for tough transition periods in a way that lowers as much of the risk of failure as possible.

The table discussions after Seeskin’s talk centered around data—its use, place, and abuse in the public education sector. Groups were lively and informative, with many leaders sharing about their districts and learning about successes in others.

The remainder of the day was split between working groups and vendor discussions. Participants had a choice of eight different working groups with collaborative discussions led by a Tech & Learning editor. Topics ranged from learning spaces to emerging technology and touched on ideas including personalized learning, student data privacy, and changing teacher pedagogy.

Vendors showcased wonderful new tools meant to streamline school processes and eliminate red tape. Technology resellers, Internet filter providers, and vendors of online portfolio platforms and single-sign-on solutions were all on hand to walk participants through demos. The theme of the weekend was “How can we make your lives easier and your students safer?”

The discussion groups were designed to include a mix of people with different roles from districts of different sizes. This recipe provided for rich discussions of what worked, what didn’t, and why. The digital citizenship discussion, in particular, was energetic to the verge of heated, with every single participant in the room agreeing on one thing— they all want what is best for their students.

Really, the idea that all participants want what is best for their students seems to be what this weekend boiled down to. Every educational leader there was eager to learn what they could take back to their districts that would make a positive impact on students’ lives.

From the Argonne National Laboratory supercomputer to the keynote celebrating successful transition models to dinners around tables with newfound friends, this weekend was about relationships. What’s the relationship between a supercomputer named Aurora and the Advanced Photon Source at Argonne? What’s the relationship between a well-supported high-school freshman and their success rate as they think about college?

While personalized learning can be enhanced by technology, isn’t it, at its core, about getting to know someone else? It’s about finding out what makes them tick and their priorities. Then technology can be called on to facilitate creativity, critical thinking, collaboration, and communication. Tools are the how, but personalized learning has to come from the who and the why. Who are your students as learners, and why do they want to come to school? Thank you, Tech & Learning, for helping leaders bring it back to why we are here—to help students learn how to be successful.

Nikki Schafer is an Instructional Technology Specialist in Omaha, Nebraska, where she lives with her husband, two little girls and two large dogs. Nikki has a bachelors in Music Education from the University of Nebraska at Lincoln, a Masters in Instructional Technology from the University of Nebraska at Kearney, and is currently working towards a Masters in Educational Leadership with Doane University.

Formative

Superb real-time assessment tool a fit for BYOD, 1-to-1 

Pros: Flexible features make creating simple or detailed assessments a snap, and the ability to see student responses in real time helps teachers meet students where they are.

Cons: Assignments are tailored to individual use and lack opportunities for peer collaboration.

Bottom Line: Cleverly designed for teachers, Formative offers a flexible and attractive solution for gathering a variety of student response types and offering individualized feedback.

Read more here.

Site of the Week picks are selected from the top edtech tools reviewed by Common Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

CatchOn, provider of data analytics to K–12 schools, announced today a strategic partnership with Troxell-CDI to deliver actionable insights for education communities to make data-informed decisions.

Working together, CatchOn and Troxell-CDI are helping school districts understand how school-owned devices and online tools are being used both inside and outside the classroom.

For several years, the infusion of technology into education has been occurring at dizzying speed, often at a 1:1 scale. However, as anyone who has led a digital conversion knows, deploying the devices and software subscriptions is only the first step in the ultimate goal of edtech—changing the pedagogy of the classroom teacher for the better.

I speak from firsthand experience when I say that it can feel like the mission has been accomplished after the completion of the initial implementation. Given the substantial amount of community support, funding, infrastructure upgrades, and professional development required to complete the initial rollout, many schools view this feat as the endgame, rather than the beginning.

Sadly, if a fundamental shift in classroom instruction does not occur, what schools have actually accomplished is the conversion of a low-performing (or high-performing) school into a digital low-performing (or high-performing) school. If the devices are being used to run low-level apps (digital flash cards) or automated remediation programs, or worse, if they serve as $200 note-takers, fundamental instruction has not changed. If, in the words of Wisdom Amouzou, the Executive Director of Denver’s Empower Community High School, devices are being used to “kill and drill” instead of “code and create,” schools have only exacerbated the digital inequity that existed prior to their digital learning initiative.

At a recent Tech & Learning Leadership Summit, edtech leaders considered follow-up steps to a 1:1 initiative. Two prominent case studies from two innovative and tech-ready school districts were featured. The first district, Community Consolidated School District 59 (CCSD59) in the northwestern Chicago suburb of Mount Prospect, Illinois, demonstrated how their district had adopted four new learning priorities in response to the district’s successful technology integration initiative. These four focus points are successfully changing the pedagogy of teachers in this district: 1) higher-level thinking, 2) student agency, 3) authentic work, and 4) technology infusion. The result has been “nothing short of a paradigm shift in how instruction and services are delivered,” according to CCSD59 Superintendent Dr. Art Fessler.

This innovative district is answering the question “What happens after the technology is deployed?” with a resounding, “Keep innovating.” In a district that has been 1:1 and even 2:1 (two devices per student) for years, the focus after deployment has been on using that technology to find ways to transform the pedagogy into a high-level, student-centered approach.

In the latter half of the breakout, a second case study from the Wichita Falls School District in Wichita Falls, Texas told another tale of successful post-deployment innovation in the classroom. As curriculum and technology continue to develop their symbiotic relationship, it’s natural to expect a transformation of classroom instruction. As technology integration was achieved, Wichita Falls prioritized continual improvement of “successful” integration. The result was a shift toward making learning visible by branding the district and ensuring learning occurred in “connected classrooms.”

Connected classrooms offer collaborative learning, flexible seating arrangements, and innovative lessons. Wichita Falls administrators also stressed that teachers are encouraged to take chances without fear of failure. These priorities have led to an increase in the number of classrooms addressing the 4 Cs of 21stcentury learning: communication, critical thinking, creativity, and collaboration.

An analysis of these two case studies reveals similarities and differences in their approaches to innovation beyond the devices. But these districts both embody the spirit of innovation because they’re free from the fear of taking risks. Many years have passed since the very first district took a chance and deployed digital devices to every student in the district, but the capacity for positive change seen in Illinois and Texas means that the spirit of K–12 education technology innovation is alive and well!

Todd Dugan is superintendent of Bunker Hill (IL) Community School District #8.

ClassLink, (classlink.com) announced a strategic partnership with GoGuardian (goguardian.com) to provide instant access to their device management solutions to keep students safer online and make teaching easier. 

ClassLink® Launchpad includes a library of over 6,000 single sign-on apps and instant links to file folders at school and on Google, Office 365, and Dropbox cloud drives. GoGuardian enables educators to connect students with resources, manage instruction, and receive insight into students’ individual learning needs. 

During classes, workshops, and talks, I regularly find myself needing to mirror my iPad or iPhone (iOS devices) for demonstration purposes. Mirroring your device means everything you do on your device will be reflected somewhere else: your laptop, a projector, tv, etc… You can wirelessly connect via Airplay, Chromecast, Reflector, or Vysor. Sometimes we find ourselves in places where the WiFi is not super reliable and mirroring our devices wirelessly is just not that good. My personal go-to is a different mirroring process called tethering. To tether your iOS device you will use your USB charger plugged directly into a MacBook. 

If iTunes pops up, you can close it immediately. You will need to tell your iOS device to “trust” the computer you have plugged into. Next, you will need to open Quicktime on your MacBook and select “New Movie Recording.” 

To enable your iOS device to be mirrored, you will need to select your iPad as the Camera. 

This will allow you to mirror your iOS through a stable tethered connection. You can now connect your MacBook to another projection device and display your iOS device. Happy Mirroring! 

cross posted at micahshippee.com

Micah Shippee, PhD is an out-of-the-box-doer, a social studies teacher, and a technology trainer. He works to bridge the gap between research and practice in the educational sector. Micah explores ways to improve motivation in the classroom and seeks to leverage emergent technology to achieve educational goals. As an innovative "ideas" person, Micah likes to think, and act, outside the box. Micah is motivated and energetic, taking a creative approach towards achieving goals. As an Educational Consultant, and Keynote Speaker, he focuses on the adoption of emergent technology through the development of an innovative learning culture. Micah believe that innovativeness is the pedagogy of the future.

CDI Computer Dealers has changed its name to CDI Technologies to reflect the breadth of technology products and services it provides to North America’s schools. CDI Technologies has expanded over the years to provide everything from mobile and desktop devices and apps to services such as planning, deployment, support and asset disposition. For more information, visit https://cditechnologies.com/

CDI Technologies partners with edtech companies such as Microsoft, Google, Parlay, Newline, and more, to support classroom-ready tech initiatives and 1:1 programs.

The company also provides services to support schools through planning, professional development, deployment and asset disposition.

Good.iWare marks GoodReader’s 10th birthday with the launch of GoodReader 5, bringing a fresh look and improved document security for iPhone and iPad users.

GoodReader 5 delivers a new interface that makes viewing documents on an iPhone or iPad easier, including a split-screen view for iPad which enables users to view two documents or different sections of the same document simultaneously. This feature is especially useful for comparing documents such as drafts of contracts or researching for homework assignments.

GoodReader 5 offers a new user interface designed to be faster and more intuitive. 

Usability improvements include: 

• A redesigned PDF viewer with smoother scrolling, zooming, and page turning.
• A new way to read PDFs, featuring continuous "pageless" scrolling.
• A new pictures viewer, including a more modern look and feel, smooth and fast image loading, and a quick preview bar of all pictures in the folder.
• Split Screen (iPad only), enabling viewing of two files or different parts of the same file side-by-side.
• A new PDF Reflow mode with a continuous "pageless" scroll of pure text extracted from a PDF, with a graphical preview of actual PDF pages shown at every page break.

For the full list of new features, visit http://www.goodreader.com/update_history.html

GoodReader 5 locks down documents with military-grade AES-256 encryption, making it nearly impossible to read stored documents should a device be lost or stolen. Even should the hacker unlock the stolen device, the documents stored inside GoodReader will remain protected.

Another new document protection feature is Secure Photocopy which blocks others from copying redacted text from a PDF. Secure Photocopy guarantees the total elimination of all redacted text and images, hidden and deleted pages. 

Key new security features of GoodReader 5 include:

• Total document protection with military-grade AES-256 encryption for files and folders.
• For users requiring the ability to export a sensitive document outside GoodReader, where GoodReader's own file encryption doesn't apply, there is now the ability to add password protection with strong AES-256 encryption to PDF files and ZIP archives.
• Secure Photocopy, eliminating all traces of invisible, hidden or redacted information in a PDF file
• Secure options for individual PDF pages: email, extract or export pages as a separate password-protected file, as a secure photocopy, or both

GoodReader is currently available on the App Store for US$5.99 while users may purchase the Pro Pack as an in-app upgrade for the introductory price of US$5.99.

For more information, visit GoodReader.com.

Acer today debuted its first 12-inch Chromebooks, the Acer Chromebook Spin 512 and Acer Chromebook 512, for students and education customers. The new Chromebooks feature a 3:2 aspect ratio display — a ratio that falls between the ratio used in books and mobile media, and similar to using pen and paper.

The convertible Acer Chromebook Spin 512’s (R851TN) 360-degree hinge lets students use the Antimicrobial Corning® Gorilla®Glass2,3 display in four modes: clamshell, tablet, display and tent. An included dockable Wacom electro-magnetic resonance (EMR) stylus allows note-taking and sketching. The Acer Chromebook 512 (C851/C851T) features a traditional notebook design with touch and non-touch options.  Other features include:

• 3:2 aspect ratio screens for more vertical viewing
• The latest Intel® processors with integrated Gigabit Wi-Fi
• Sturdy and safe for young students; compliant with stringent U.S. Military Standard (MIL-STD 810G)[1] and two toy safety standards: ASTM F963-16 and UL/IED 60950-1
• Acer convertible Chromebook Spin 512 has 360-degree hinges and Antimicrobial Corning® Gorilla® Glass display
• Acer Chromebook 512’s keyboard is difficult to tamper with and easy to fix
• World- and user-facing webcams let students capture more images

Acer  also is launching its TravelMate B114-21 for the Education Market at BETT 2019. Features include:

• Compliant with the stringent U.S. Military Standard MIL-STD 810G
• Durable design with a rubber bumper and an impact-resistant body
• Up to 10 hours of battery life
• 802.11ac wireless and an RJ-45 Ethernet port
• 180-degree hinge 

Muse by Interaxon, creator of the Muse brain sensing headband, is at CES 2019 (booth 43337) with its newest product, Muse 2. This new device is a personal meditation assistant that is designed to provide real-time feedback on brain activity, body movement, breathing patterns and heart rate during meditation.

Muse 2 uses built-in biosignal, inertial, and heart sensors to create real-time audio experiences in four key areas to help users find focused calm, improve posture, and increase breath and heart awareness. With the companion app, Muse 2 translates meditators' internal states into immersive soundscapes to provide subtle guidance during meditation. 

The Muse Mind Experience, included in Muse 2, translates a user's mental activity into the guiding sounds of weather. In the Body experience, Muse 2 measures stillness through motion tracking. Postural shifts and fidgeting cause shimmers of real-time audio feedback in the form of beautiful wind chimes to guide users back to a place of restful stillness and physical relaxation. Muse 2's Breath experience is designed to combine measures of a user's heartbeat, body movement, and breathing to help guide them through a variety of energizing breathing exercises and relaxation techniques. The Muse 2 Heart experience is designed to turn the real-time beats of a user's heart into a rhythmic, soothing drumbeat, to help meditators tune into their internal state and experience their mind-body connection in a powerful way.

Muse 2 uses machine learning with each user's unique brain activity, body movements, breathing patterns and heart rhythms, to adapt experiences and deliver personalized results.  Updates to the Muse 2 experiences arriving after launch will support combined experiences and a multifaceted meditation practice. This past July, Muse announced the acquisition of Meditation Studio, a top-rated and award-winning app offering more than 500 guided meditations.

Muse 2 is now available for $249.

CES is a platform for manufacturers to announce and showcase their latest tech, often giving a glimpse of trends to come within the industry.

For this week’s show, connected PCs (specifically notebooks and 2-in-1 tablets) are expected to be center focus for many vendors. We have seen major PC manufacturers like Asus, HP and Lenovo recently enter the LTE fray with the help of ARM-based Qualcomm Snapdragon CPUs, joining vendors like Microsoft, which has made cellular versions of its Surface line since 2014.  The move to offer these always- connected devices speaks to the proliferation of smartphones as a daily (sometimes hourly) tool and our always-connected lifestyles.  

The introduction of Qualcomm Snapdragon chips looks to bring this feature to more mainstream audiences, and possibly give Intel a run for its money down the line. Qualcomm recently upped the ante, announcing its new Snapdragon 8cx Compute Platform, specifically designed for PCs and now supporting Windows 10 Enterprise.

There still does not seem to be a consensus for what to call notebooks and 2-in-1 tablets that are capable of connecting to the Internet without WiFi in the same fashion as our smartphones. Some of the terms you will see from retailers and manufacturers include mobile broadband, LTE, cellular, and always-connected, which may hinder some consumers from understanding what the device is capable of, and why they are expected to pay a premium compared to non-connected devices.  For these devices to succeed, they not only need to solve a problem — staying connected on-the-go — but to market that solution effectively to consumers.

For Qualcomm, the genesis of mobile computing goes back to the end of 2016, when it announced a partnership with Microsoft to create Windows 10 mobile computing devices powered by Qualcomm’s Snapdragon processors.

In spring of the following year, Qualcomm announced its plan to bring its ARM-based Snapdragon-powered PCs to market, touting longer battery life due to a more energy-efficient chip design, lighter and thinner form factors aided by a reduction in battery size, and the ability to connect to cellular networks.

Asus, HP and Lenovo were the first OEM partners to announce devices equipped with Qualcomm Snapdragon processors, making headlines at the Computex trade show in summer 2017.  The devices would not hit the U.S. retail channel until well into 2018, with slow adoption among brick-and-mortar retailers.  However, recent adoption at Best Buy suggests 2019 will see more of these always-connected device hit shelves.

Qualcomm Snapdragon chips are not the first or only chips to allow for LTE-connectivity on mobile PCs, but are helping to usher in cellular capabilities to mainstream consumer devices.  A current drawback for the CPUs are their current lack of power (considering similar chips power smartphones), which makes it hard for consumers to justify spending the same amount on an always-connected PC as they would for a mid-range notebook with an Intel Core i5 processor.  

However, Arm holdings, the company whose design is used to create the Snapdragon chipsets, made an announcement last year that could potentially prove to be a major disruptor down the line. The company released a roadmap for its processors covering the next two years, showing a performance trajectory of its x86 chip that is directly compared with Intel’s Core i5 series, with a predicted jump in Arm’s performance in 2019 and 2020 with the respective releases of its Deimos and Hercules chips.  If this comes to fruition, we could be looking at lightweight, always-connected PCs with all-day battery life that match, if not exceed, the performance of mid-range chips like the Core i5.

As smartphones continue to push against the dominance of PCs, vendors will continue to push back with innovations aimed at keeping the devices essential in productivity and entertainment. Portability, all-day battery-life and uninterrupted connectivity, all features we associated smartphones, will continue to proliferate within notebooks and 2-in-1 tablets this year.  Consumer demand, adoption and satisfaction remain in question, but its looks like Qualcomm aims to tackle these head-on.

This week at CES 2019, look for Qualcomm to put its newly announced Snapdragon processor front and center, and to promote partnerships like its recently announced venture with Mozilla to bring FireFox to its Snapdragon-powered PCs.  Vendors will likely be taking advantage of the timing to announce their own lines of always-connected PCs equipped with Qualcomm’s latest processor, touting thinner and lighter devices capable of running all day, while also keeping users connected on the go.

Dustin Downs is an industry analyst at Gap Intelligence.

Singapore-based AEvice Health is at CES 2019 spotlighting its AireSone Junior, a smart wearable for children. The AireSone Junior tracks breathing and heart rate, and detects wheezing and cough. The device notifies parents via smartphone when there are any potential concerns. AEvice Health says the AireSone Junior is the first wearable specially designed for asthmatics.

AireSone Junior is launching in the U.S. in June 2019. Pricing will be announced at the show.

Beyond Screen Limited is showcasing its CES 2019 Innovation Awards Honoree, the Beyond Tablet Coding Pack at BOOTH 43964.

Beyond Tablet Coding Pack provides a brand-new platform for young children, typically aged four to seven, to create and execute code with physical manipulatives and without a display screen, for example, to code battle strategies or to develop interactive stories with multiple characters incorporating their own voice performance and music composition. It comprises two main components, a Beyond Tablet, and game maps and physical manipulatives. Beyond Tablet is a smart tablet without a display screen, and offers tangible interactivity through capacitive sensing and RFID recognition.

Pricing and availability will be announced at the show.

If you're an innovative educator you might be wondering which device is best to set up your smart home or classroom. How do you decide which device is right for you? While all devices have other smart gadgets they can interact with, below are the basics to get you started on figuring out what will work best for you.

Amazon's Alexa Echo 

You love: Amazon
Purchasing: Amazon is your go to place for purchasing
Books: You like Audible
Television: You like Firestick
Music: You like Amazon Music

Google's Home 

You love: Google
Purchasing: You like Google Store
Books: You like Google Play Audio Books
Television: You like Chromecast
Music: You like Google Play Music, YouTube Music, and Spotify

Apple's HomePod with Siri

You love: Apple
Purchasing: Doesn't seem to have an online purchasing partner
Books: You like Apple Books / iBooks
Television: You like AppleTV
Music: You like iTunes and Apple Music

It all depends on the ecosystem you have bought into. If you love Apple, go for the HomePod with Siri. You'll get your Apple Music with great sound, but it's not as smart as the competitors.  If you love the ease of Amazon, enjoy instant purchases, use Audible and Amazon Music, then Alexa is right for you. If you have bought into the Google ecosystem, use Google Books, Google Music, Spotify, or YouTube Music, and enjoy shopping on Google, then go with Google home.

If you use one platform, the nice thing is that all your devices can pick up where you left off and sync with one another.  However,  if you like of little of each, go cross-platform and use each with that which they're compatible. 

 Lisa Nielsen (@InnovativeEdu) has worked as a public-school educator and administrator since 1997. She is a prolific writer best known for her award-winning blog, The Innovative Educator. Nielsen is the author of several booksand her writing has been featured in media outlets such as The New York Times,The Wall Street Journal, Tech&Learning, and T.H.E. Journal.   

Maynard Massachusetts is a suburban town with a history of technology innovation dating back to 1846 with the installation of a dam on the Assabet River and the building of “the mill” in the center of town. In addition to producing woolen goods for the Civil War, the mill supplied hydro-electricity for the entire town. In more recent years, the 1,000,000,000 square foot mill has hosted many technology companies including, Raytheon, Digital Equipment Corporation and Monster.com. At one point the town was nicknamed “the mini-computer capital of the world.”

Computer technology innovation in the state has also blossomed in school districts like ours that participated in school building projects when wireless and 1:1 educational initiatives were in their infancy. With guidance from the Massachusetts School Building Authority (MSBA), financial support from our town, and E-Rate 2.0, we were able to move from traditional desktop computer room applications to wireless 1:1 technology.

In the beginning we followed other innovative districts by choosing to be device specific. We decided to become an Apple district with iPads and Apple TV hardware. Over time, the Google Apps (G-Suite) platform and low-cost Chromebooks were hard to resist, and we shifted from one platform to another. As we became more sophisticated about the use of technology in the classroom, we discovered that no single device met the needs of all learners.

Most school districts choose one device for each student for their 1:1 programs. An alternative is BYOD (Bring Your Own Device). This idea is less expensive for the school district and gives options to the students to use the device they are most comfortable with. However, BYOD can  exacerbate inequity of access to network infrastructure.

Additionally, a variety of devices have different operating systems, hardware, update history, and functionality making it more difficult for teachers to create a lesson plan around the technology. 

Also, letting every student bring their own device can create an even greater technology gap. Students may not be able to work together because of the disparity in their devices, and 1:1 goals are not fully realized. It is also difficult for the IT department to manage security on personal devices creating a security risk on the network.

The goal of each of these systems is to provide students and teachers access to technology that makes learning easier, faster, and more adaptable. Forcing students to use a single device helps them understand how to work specifically with Google, or Apple, or Microsoft. But we felt that students should have a variety of options for using a device that best fits their needs, learning styles, and comfort level. 

The idea we adapted for the Maynard Public Schools was inspired philosophically by BYOD programs as well as industry CYOD (Choose Your Own Device) programs. In our CYOD program, each student is given their preferred school issued device to use during their time in the school district with periodic opportunities to try other devices.

CYOD is a hybrid model and unifies the advantages of BYOD and CYOD. It provides flexibility for students to choose their own devices and not be forced into being a Google, Apple, or Microsoft user. The devices are issued by the school and the IT department manages and supports the devices and the network. In the first year, students were offered an iPad, Chromebook, or Chrome tablet. Windows, Mac, and Linux laptops are being added in the future.

The implementation plan in Maynard is as follows: 

• K-4 students are able to use a variety of these devices as classroom computers. They can try out different platforms to see what best fits their learning style.
• 5th Grade students are able to choose their own device for 1:1. This device will stay with them until high school.
• 9th Grade students again choose the device they want to use for the 1-1 program. This device will last them through high school. When they graduate they can purchase the device at a reduced cost, although they are not required to.

We believe this hybrid program is the best way to improve students’ technology skills and to provide them with a specific device while giving them opportunities to try other devices as interests and preferences change.

Robert Geradi, Jr. PhD is superintendent of Maynard Public Schools in Massachusetts. Stephen Woicik is director of technology for Maynard Public Schools.

To ban or not to ban, that is the question. Phones in school continue to be a hot potato topic. They cause distraction! They are a valuable learning instrument! School districts in Wisconsin continue to ban cell phones after school staff say students are more engaged. The entire country of France is now under a law that prohibits mobiles. But I think the experts in this USA Today column get it right: “How many people go to work each day and turn their phone in...getting ready for career and college is learning how to avoid the distraction of your phone.” —Kevin Hogan, Managing Director of Content

[8 Tips for Teachers Using Google Cardboard in School]

TabPilot Learning Systems has changed its company name to TechPilot Labs. The company’s cloud-based MDM for Apple platforms takes on a new name, SchoolMDM. The company also launches ChromeTools as a companion to the Google Admin console providing teachers with classroom tools to view and control Chromebooks.

[How To Tell Your School’s Story on Instagram with Spark Post]

The company introduces the change from TabPilot to TechPilot to reflect the more broad focus of the company while still keeping a familiar name and look. The company remains under the same ownership.

TechPilot Labs provides solutions for managing iPads, Macbooks, Apple TVs, and Chromebooks. A free trial of all solutions is available. Additional information can be found on the new company website at www.techpilotlabs.com.

Spectrum Industries Inc. is introducing a new locking feature on one of its storage solutions, the Collectiv8 Charging Pillar.

In stock, ready to ship, the Collectiv8 offers a new optional security door that was created to help protect tablets, notebooks, laptops, Chromebooks and more. The small, compact design of the Collectiv8 allows it to fit under standard-height cabinets and be hung, stacked, or mounted to a worksurface. A metal wall shroud, another optional piece for the Collectiv8, is ADA compliant.

[Bloomz Announces Free Premium App Offer for Teachers and Schools]

In addition to the many features this small charging solution has, it offers a superior cable management system. Along the side of the Collective8, next to each storage bay, is where the management system is located. An 8’ power cord and rotated outlets are also part this product’s features.

This week the #NYCSchoolsTech Team brought innovative educators a chance to hear directly from “The Big Three: Apple, Google, and Microsoft” (listed alphabetically). During this day-long event at state-of-the-art #NYCSchoolsTech center, educators from across the city came together to learn first-hand which is best for their schools.

School Platform Preference

#NYCSchoolsTech leader JoJo Farrell got the day started by asking educators to stand up if they were primarily:

A) Apple school.
B) Google school.
C) Microsoft school.

Who do you think the winner was? Watch this video to find out.

Read more.

Lisa Nielsen writes for and speaks to audiences across the globe about learning innovatively and is frequently covered by local and national media for her views on “Passion (not data) Driven Learning,” "Thinking Outside the Ban" to harness the power of technology for learning, and using the power of social media to provide a voice to educators and students. Ms. Nielsen has worked for more than a decade in various capacities to support learning in real and innovative ways that will prepare students for success. In addition to her award-winning blog, The Innovative Educator, Ms. Nielsen’s writing is featured in places such as Huffington Post, Tech & Learning, ISTE Connects, ASCD Wholechild, MindShift, Leading & Learning, The Unplugged Mom, and is the author the book Teaching Generation Text.

Today, Microsoft Education announced new research that shows what today’s kindergartners – the Class of 2030– will need to succeed in the digital future and announced new products heading into Bett UK:

• Four new Windows 10 devices for schools, starting at $189 USD
• New partnerships with LEGO Education, Pearson, PBS and BBC Worldwide Learning to help bring STEM education to life in video and mixed reality
• A new partnership with PowerSchool to help save teachers time on administrative tasks
• A Chemistry Update in Minecraft: Education Edition and updates to Office365 for Education to inspire more personalized learning

Full details on all the Microsoft news announced today is here.

Bretford announces the Active Charging™ solution Juice Mobile Power. which turns a single outlet into a power source for the entire classroom or office.

Juice Mobile Power offers a lightweight, portable track and pod system that can be set up in any space that has a traditional three-pronged electrical outlet and can fit any room configuration. Through its FLI Charge safety technology, Juice Mobile Power smartly detects foreign objects on the track and instantly powers down to ensure safety.

Available in early 2018, the Juice Mobile Power starter kit includes a compact base, a 12 foot track, two pods and a backpack carrying case. Additional tracks and pods can be added to the starter kit to accommodate larger groups and spaces.

To learn more about Juice Mobile Power, visit: www.bretford.com.

You’ve handed out devices to students. And to teachers. You work with your colleagues to deliver high-quality professional development. It’s time to cross 1:1 off your to-do list, right? Wrong! Any good CIO (i.e., everyone reading this) knows that a 1:1 initiative needs to be continually tweaked and coddled. We asked a handful of 1:1 veterans to share how they’re keeping their programs alive and well.

SCHOOLCIO: Give us a quick synopsis of your 1:1 program.

Jerri Kemble: We’re a 12,000-student district in our fourth year of deploying devices in classrooms. Last year, we introduced iPads at four middle schools. We’re getting ready to deploy MacBooks at two high schools. Our teachers received devices in 2014.

Jon Castelhano: We’re 1:1 with take-home Chromebooks for 13,000 students in grades 7 through 10. Next year, we’re adding another two grade levels for a total of 20,000 devices. I worked on a 1:1 for six years at my former district (Apache Junction [AZ] Unified School District).

Hank Thiele: We’re in our second year of a full 1:1 with Chromebooks for all 5,000 high-school students. I worked on a 1:1 for five years at my previous district (Maine Township [IL] High School District 207).

Paul Barrette: We’re in our third year of a 1:1. For each of the last three years, we deployed Chromebooks to grades 3, 6, and 9 that the students kept for the following year. This year, grades 3 through 11 have Chromebooks. Next year, it will be grades 3 through 12, and we’ll do our first refresh.

SCHOOLCIO: Speaking of refreshes, how do you handle that?

HT: Since we’re a high-school district, we deploy a new device each year. The Chromebook market has changed so quickly in the last four years; it’s rare to buy the same device twice. The original plan was that our graduating seniors’ devices would go to next year’s freshmen, but since we knew Android on Chrome was coming, along with touch interface, we’re using the older devices for machine parts and bought brand-new Chromebooks for the freshmen that offered touch and flip.

PB: We buy one third of our devices each year. We start evaluating in February or March and try to get test machines for students and teachers. Our state requires us to go out to bid every year, which makes it very competitive for us, which is a good thing. Even though we did a lot of research, it’s difficult to predict how hard middle schoolers will be on devices. I’d caution everyone—particularly at the middle-school level—to weigh the durability and consider additional protection such as a shell, lid, cover, or insurance.

JK: We piloted Chromebooks but had a lot of breakage, so we went with Apple. We started with devices for our blended learning classes. In year two, we did our first four-year lease for teacher devices, and then a four-year lease for middle school, and now one for high school. The high-school devices will fill in when a lease is finished. We looked at resale value and it will pay for most of the year on a new lease, which is helpful. When one lease expires, we start a new one. This has worked well for us so far.

JC: Our 1:1 program is financed by a bond override. We planned to refresh every three years. Originally, a student would use a Chromebook for grades 7–9 and get a new one for grades 10–12, but we can’t sustain that. Instead, students will get a new device for grades 9–12. Our initial Chromebooks were not rugged and we had lots of breakage. Now we have a rugged model but there are still lots of screen issues. I don’t think Chromebooks have changed that much, but the Android piece will make a huge difference.

SCHOOLCIO: How are you handling the issue of at-home Internet access?

JK: When we went 1:1, equity was a huge concern. We asked who had wifi at home. We thought it would be 400 families without Internet access, since that’s in line with the national research, and that’s what we found. We received generous grants from foundations and bought 400 Kajeets. They’ve worked well for us, and children have said that Internet access has changed their family’s lives. We also do EveryoneOn, which gives families Internet access for $10 a month. I think the option of going to the library or McDonalds for free wifi is kind of crazy for kids today. We need to make sure they’re all connected.

HT: I’ll mirror all that. We’ve closed the gap through similar programs. We’ve identified about 200 families and used Kajeet last year. This year, I got a Sprint ConnectED grant; we buy hotspots and Sprint provides data (3 gigs per month). It’s a great program for us, particularly because families don’t need to qualify. We just heard about Sprint’s 1Million Project, in which private partners buy devices to give to students, but there are more restrictions. At registration, we asked every student if they had wifi access at home and offered a hotspot to anyone who said no. I feel comfortable that we’ve done all we can to close the gap for every student.

JC: In my previous district, where we had a much higher free/reduced lunch population, we worked with Mediacom to offer lower-priced Internet access. A large population of students were going to McDonald’s, Starbucks, etc., but I agree that these aren’t the best places for them to be going. My current district has a large percentage of students who don’t need a device. We still have a population of kids who don’t have access, and a local foundation works with groups and the schools to offer hotspots for them. We do provide some hotspots, and T-Mobile is developing a program that will be tied to Title I, and it may have potential in helping to provide equitable access.

PB: We’re doing similar things. Cox Communications has Connect2Compete. We send information about subsidized access to families each year if they qualify for free/reduced lunch.

SCHOOLCIO: Is it your job to keep 1:1 programs fresh and innovative? If so, how do you accomplish that?

PB: We are working hard toward that. It’s really important for parents and the community to understand that it takes a long time to change how teaching and learning are happening. We try to introduce new methods and ideas to our teachers in manageable chunks. We also try to be reflective and focus on how to use these tools. You need to have lots of discussions about any framework; for us, it’s the SAMR model. We try to help teachers make connections. I don’t think it’s reasonable to think you’ll transform a school or schools in three years. I’d love to have technology coaches, but we don’t have the funding yet. It’s a much longer process without that support, but having patience with teachers and students and being up front with your community and parents about expectations are critical.

JC: I can’t echo all of that enough. We were six years in at my previous district and it was part of the culture, but it took that long to get there. With these big rollouts you have to look at the long term, but often the community doesn’t get it and the expectations are different from the outcomes. Here, at Gilbert (AZ) Public Schools, I have a staff of 15 tech integration specialists, but there still can be a disconnect. If they aren’t working closely with the curriculum department or the principals to establish a plan at the beginning of the year with each of their staff, the breakdown quickly becomes apparent.

HT: I call it the ‘three-year mark’ because it isn’t until year three that it starts to get to the point where you can make progress. That’s when the infrastructure is solid, there are use case examples, staff are starting to trust, and teachers are natively thinking about using tech tools when they plan a lesson. Regarding tech coaches, I think the direction we’re going in is with a personalized professional trainer—for technology or other skills. We’re putting people in place to help teachers personalize and improve their skill set. Right now it’s around technology, but there’s more to it than that.

JK: We’ve done several things to build momentum. In the summer, we have coffee shop talks with a tech integrator who meets with teacher groups at the coffee shop. We have student help desks so kids become trained to be helpers in school. As we move forward with the high school, we want to look at a Genius Bar approach. Our 1:1 buildings have vanguard groups where a specialized trainer works with that group for a day. The trainer is in the building for whatever job-embedded training the teachers request. We selected teachers who are good teachers for the training—not necessarily tech savvy but willing to share and pay it forward. They go really deep. The students in their classes go deep, too, and begin to spill it out to the entire school.

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