MetBlogger - Information Technology in Education

The School of the Future

Thoughts and Facts about Education’s Future

By: Eric Durrand

Forget everything you thought you knew about education. Forget the three R’s, forget classroom teaching. Forget books, dictations, notebooks. Unless, of course, you mean notebook computers.

 Now that I got your attention: relax. You don’t actually have to forget any of that. Just remember that the three R’s, “Reading, Writing, and Arithmetics” alone will not get your students anywhere in the 21st century. In an age where information is everywhere, new technologies make new skills necessary on a daily basis, and employers are looking for people with the capacity to grow constantly rather than repeat the same activities indefinitely. Given that the three R’s are still crucial, knowledge of the “Three W’s” might be what your students are missing.

 The School District of Philadelphia and the Microsoft Corporation have entered into a collaborative partnership, creating The School of the Future, an innovative school that opened its gates this last September. The school implements the latest in technology and educational theory, to create a school environment that makes learning easier, more effective, and more enjoyable, and prepares students better for the 21st century.

 The students communicate with each other, the teachers, and parents through web solutions, share information in a physical location as well as virtual ones, and enjoy a learning environment designed from the ground up to suit their changing needs. A main “street” going through the school allows students to learn in groups or as individuals, and multiple technology labs, including a web lab, allow them to make learning an interactive experience. In addition, the school is wirelessly networked, and each student received a personal laptop to carry around instead of books and notebooks. All materials are digitally distributed and developed.

“The role of technology,” the School of the Future creators argue “is supportive in nature and secondary in purpose. It will assist in inquiry, support content distribution and increase efficiency. It will in all cases be a means to an end, driven by a rigorous curriculum and justified only by its ability to enhance instruction.”

Like a General trying not to “fight the last war” instead of the current one, so teachers need to guard against the temptation of preparing the students for life in the age they themselves grew up in, in other words an age long gone. The School of the Future is trying to guard against it by continuously reviewing and renewing its policies, infrastructure, and curriculum based on the latest results from educational and business research and technologies.

 The school, built as a model of education in the 21st century, can teach us a lot. However, a school does not need the funding of a corporate giant to utilize many technologies that are available today. A school that systematically integrates new available technologies into its curriculum can do much of what the School of the Future is aiming at, today.

 Imagine what it would be like to teach in a school that truly makes use of available technologies in teaching. While the teacher determines the curriculum, the type of materials and the order in which they are learned (I.e. – what the student cannot do for himself), at each stage the material interacts with the student, allowing him to pursue his own questions and leads, and making the absorption of new information more enjoyable.

 Interactive learning tools such as smartboards and classroom various management solutions allow better tracking for the teacher. The teacher can create real-time polls that students can answer using remote controls or their laptops, then tally the answers in real time. Using tools such as these the teacher, even in a traditional classroom environment, better gauge the levels of participation and understanding of his students.

 Using online eLearning tools, as well as course management web solutions, students can continue their learning from home, and manage their schedules and homework online. While parents, using the school web site, can track their children’s homework assignments and grades, as well as special activities.

 Another wonderful opportunity that technology offers is online expression and sharing. Blogs, online communities and discussion forums all offer students the opportunity to express themselves, learn from other students, and pursue their individual interests. A school that fosters an online environment beyond the classroom will be able to engage their students on a much deeper level, and helping them develop writing, expression, and even design skills that are necessary in the 21st century.

 You may have a large budget for technology development or you may not. But whatever your situation, you need to find a way to track and implement the new technologies that are revolutionizing the world of education everywhere, in whatever scale open to you. In fact, limited funds can be partly counteracted only by an increased understanding of the technologies and opportunities. Some solutions are low cost, and some are free. Some may be eligible for government funding, and some may be contributed by a nearby business. The School of the Future already exists in Philadelphia. But you can build something wonderful nonetheless: the school of today.

 

MS-Word Tips for Teachers

The Little Things That Make a Big Difference

By: Eric Durrand 

Microsoft Word is the most popular word processor on the planet. It’s used by PC and Mac users alike, and has become the standard in most offices and schools. Whether you want to write a paper, prepare reading materials for class, or design a quiz or a test – you are likely to be using Microsoft Word. It’s important, therefore, to know how to utilize this powerful tool to suit your needs.

If you’re like most users, for instance, you’ve been using the mouse to navigate between the many commands in the various menus and toolbars. There are, however, many shortcuts that can save you time and speed up your work: Ctrl+C, for instance, copies the highlighted text into memory, and Ctrl+V pastes it back into the document where you want it. Ctrl+X cuts the highlighted segment, and Ctrl+Z undoes the last action. Ctrl+A selects all the text in the active window, and Ctrl+W closes the current document window.

 Word can also make your documents livelier by integrating colored designs and graphics. Under Insert -> Picture -> Clip Art you can access a great number of clip arts designed by Microsoft and suitable for many purposes. Just type in a keyword in the search bar, and browse through the results. To incorporate a clip art into your document just click it, and then drag and resize it to your liking. If you want to add a drawing of your own making, just go to Insert -> Picture -> New Drawing, and use the special drawing toolbar to create shapes, color them, and add text tags.

 Microsoft’s Office Online web site is a great resource for teachers who want quick and effective results. Search for additional clip arts, photos, and templates, and easily customize them to your needs. A search for the keyword QUIZ in the templates section, for example, brought up several ready made templates including a multiple-choice test, an essay test, and a general test template. Other templates include a school-year calendar, absence form, classroom supply list, and more.

 You can also design a template of your own, to be used later on. Simply design it as an ordinary document, then go to File -> Save As, and then below under Save as Type select Document Template. If you save it in the suggested Templates folder, you will be able to create a new document based on that template, simply by selecting File -> New, and selecting the proper template from your template collection.

 Microsoft Word has many useful features for teachers, from an Equation creator, to graphs and flowcharts, to built-in research tools. A teacher who does not learn this basic tool is giving himself a serious handicap in producing classroom materials. To learn more about Word and how it can help teachers do more, see Word Workshop for Teachers, or any of the many guides to Microsoft Word available in your nearest bookstore.

Physical Computing in Education

What is physical computing, and what can it do for your school?

By: Eric Durrand

Traditionally, when a company set out to design a computer or a program, the engineers take over, basing the design on what types of hardware and software was available, and what they could do with it. The users, all of us, had to adapt to the demands of the hardware and software: We had to learn how to type on a keyboard, how to use a mouse, and how to open and close windows, save files, etc.

The vision of Physical Computing is set to change all that.

“Physical Computing,” explains Tom Igoe, a professor of physical computing at New York University, “is an approach to learning how humans communicate through computers that starts by considering how humans express themselves physically.”

Using voice, facial expressions, eye movement, and hand gestures to control your computer is one part of Physical computing. But that’s not all. "Physical Computing will not only change the way you use your computer," write Tom Igoe and Dan O’Sullivan in the introduction to their book Physical Computing: Sensing and Controlling the Physical World with Computers, “it will change the way you think about your computer - how you view its capabilities, how you interact with it, and how you put it to work for you.” Computer usage in the near future, they explain, will not be limited to writing letters and saving files – but will influence everything, from how you start your car or open a door, to how you track the contents of your refrigerator.

In the field of education, the potential benefits of physical computing are enormous: In the exact sciences, or STEM (Science Technology, Engineering, and Math), advanced physical computing systems can integrate physical experiments (a ball falling in physics class, for instance), with computer programs that analyze and interact with them (for instance – a program that measures the impact of the ball using a sensor, and gives a graph of the ball’s height, speed, and acceleration at every point).

In art, the advent of physical computing is opening an unprecedented opportunity for self-expression. Interactive and reactive art are the new keywords, with artists creating for the first time artworks that respond and react to the viewer, or invite him to participate in the creation process.

One fascinating example of this, is the IOBrush, developed at an MIT lab: a digital “brush” that can capture any still or video sample from its environment, and turn them into a form of digital ink. The “ink” is then used to paint on a big digital screen. Other fascinating applications of physical computing to art can be found at UCLA’s Physical Computing Algorithmic & Reactive Art page, and this fascinating blog with links to various interactive art projects.

The National Science Foundation has funded a physical computing program in New York City targeted at public high schools: Physical Computing for Teachers and Students. It is a collaboration between the Institute for Schools of the Future and Advanced Educational Systems at the New York University School of Medicine. The program offers a course to high school teachers, which focuses on teaching them how to utilize multimedia, interactive design, basic electronics and circuitry in order to create physical computing projects that will be relevant to their classroom subject areas.  Participating teachers imagine and develop, with staff experience and technical assistance, projects that correlate with several NYC Department of Education math, science and humanities standards.  The teachers will bring back their experiences and share their newfound knowledge with their students and respective schools.  The projects for Year 1 are still being completed, but projects from the pilot project, which included both teachers and students as learners, may be viewed at: http://aes.med.nyu.edu/research/physcomp/videodoc.html/

Whether you teach the exact sciences, the arts, or computers and technology – incorporating the latest physical computing technologies can help you achieve more. Using sensors, interactive presentations, and the right software, can help teachers and students interact with computers in new ways, making the learning process more intuitive and exciting!

How to Choose an All-in-One?

Fax, copy, print, and scan from one machine.

By: Eric Durrand

Multifunction printers have been with us for years, but today they are offering better capabilities than ever. A printer, copier, scanner, and often a fax machine as well, the Multifunction machines or all-in-ones are ideal for use in the school – whether inside the classroom, the teacher’s lounge, or at the administrative lever.

There are many benefits to using a multifunction machine rather than separate standalones: you save money at purchase, save space in your office, and often simplify the way you handle document production. Many multifunction machines will offer extra features that standalones don’t have – such as color-faxing; storage for images, prints and faxes; slots for different memory cards, color copying, and a scan-to-E-mail option. They provide a low-cost way to equip a small office or classroom with all the important tools of document production.

So how to select the right one for you? The first question is whether you need color, or can make do with a black and white printer. If the later is true, a B/W laser machine is much more economical in the long run, even if slightly more expensive than inkjet. If you do need color – you need to choose between an Inkjet machine, which is more suitable for a small office, and a color laser machine – which is much more expensive, but is more economical to print large amounts with. The best measure of a printer’s economy is the cost per page: divide the price of an ink cartridge/toner by the number of pages it can print, and you have it. The price is usually considerably higher in inkjet printers, and lowest in B/W laser printers.

Another important specification to look for is resolution. Print resolution is measured in DPIs (dots per inch), with the numbers usually between 600-by-600 and 4800-by-2400. The more dots per inch, the better the printing resolution. Then there is also the scanning resolution: again usually 600-by-600 to 2400-by-4800. The resolution of a printer/scanner is most important in machines meant to provide photo-quality prints and copies, and therefore the higher resolution is available usually in the color machines.

Next, you want to check the added-value features of the machine: does it include fax capabilities? Does it offer color-faxing, or speed-faxing? Can it fax and copy without a computer connection? Can it provide photo-quality prints? Does it offer slots for memory cards, or an LCD screen to view the pictures for printing? Does it have a memory storage capacity to save prints and faxes if paper runs out when you’re away? Does it have networking capabilities, allowing you to connect it directly to the school network? Does it offer scan-to-E-mail capabilities?

The last thing to look at, besides the price of course, is the warranty. Multifunction printers normally suffer more wear and tear than traditional stand-alones, because of more intensive use, and it is therefore important to insure a good warranty. One year to three is normal. The quality of service and support is also important.

Which brand to choose? Here you could go either way, depending on your needs. Vendors like HP, Xerox, Epson, Lexmark, Brother, Canon,      Samsung, and even Dell offer a variety of All-in-ones, from small machines for photo sharing and a home office, to larger ones designed for big offices, and production level printing and copying.

In some cases, it might be still better to go with separate standalones, but for a small school office or classroom, an all-in-one often makes more sense. For a small price, and a small space on your desk, you can start scanning, copying, printing, and faxing – today!

 

Technology Leasing for Schools

Benefits and Hazards of Leasing

By: Eric Durrand

Traditionally, purchasing technology for the classroom followed a simple process: You decided on the kind of technology you wanted to buy, tried to choose products that will not be soon outdated, and paid for everything upfront, or using credit. That system served you well perhaps… until it was time to buy new equipment. Like many schools and businesses, you try to make do with old equipment for as long as humanly possible – but eventually it becomes clear that new purchases are due, and the cycle of worry starts anew: where will we get the funding? Who offers the best deal? How good is our credit? How do we convince all the other decision makers that it really is time to upgrade?

Technology for the school – workstations, laptops, servers and local networks is undoubtedly costly, and paying for it all at once can be hard. That is why many schools are now discovering technology leasing. Like auto leasing, the concept is simple: you pay a small monthly sum, either with or without a long-term commitment, and for as long as you pay you are entitled to use your workstation, laptop, server or other product in your school, as if it was yours. At the end of the contract you may choose to buyout the product, return it, or upgrade it and keep paying monthly payments.

Today, leasing is one of the fastest-growing ways to finance equipment for schools. Companies offer schools anything from workstations, laptops, communication lines, to servers – and many schools find it a convenient way of getting the technology to the students faster. In this article we’ll try to present the benefits and hazards of doing so.

Some of the obvious drawbacks have to do with the ultimately higher cost of each product: as leasing is a form of financing, there is an interest rate paid to the lessor, very similar to a loan. Rates vary, and it is important to know in advance the interest rate of your provider. Beyond that, many leasing agreements bind you for a minimum period of time, thus making it harder to change providers. The term of the contract itself may or may not reflect your actual upgrading cycle and needs (in PC leasing, it is recommended to choose a term of two years rather than three, to allow keeping up with new technologies). Beyond that, the lessor may demand an advance payment which makes it harder to get into such a contract.

Despite these drawbacks, leasing provides many benefits: New products are easier to finance, you can afford more at any given moment, and it’s easier to keep the technology in the school up to date. In financial terms, leasing helps to improve the school’s cash flow – by providing the services for a fixed amount, known in advance, thus helping the school plan its expenses better, and avoid sudden expenses.

Whether your school needs more workstations for students, laptops for teachers, new servers, communication lines, or wireless networking – you should remember that leasing is an option. With leasing - for a small monthly payment you can do more for the school, and do it now.

Laptops Lead the Way

Benefits and Risks of Laptops in the School

By: Eric Durrand

In an age where almost every home, every office, has a desktop computer – vendors are focusing on a new vision: a PC for every person. Laptop computers are gaining huge momentum in past years, increasing capabilities, and decreasing in size, weight, and price. Increased battery life, from 2-3 hours in older machines – to nearly 10 hours in newer models, and sometimes even more, allows people to carry them around anywhere, and use them more freely than ever. Increased processing power and memory allows users to comfortably run desktop applications without delays. Built-in wireless connectivity allows users the freedom to access local networks, e-mails, and the web from practically anywhere.

Prices have also plummeted, from an entry price of more than $1,000 to around $500 today, and experts believe that the era of $100 laptops is not far ahead. The competition in the market is fierce, and the variety of options, prices, functions and sizes is staggering (It’s enough to consider that one can find a $500 laptop, and a $4,000 laptop in a single store). All this plays into the hands of consumers – who are rushing to buy faster, lighter, cheaper laptops: Laptop sales are expected to grow 15% annually through 2008, compared with only 4% for desktop – according to Gartner.

In the school, both teacher and student benefit from the use of laptops: They get to use their own computers instead of a school’s computer, which means they are using their favorite software, communicating with friends and colleagues through their own e-mail accounts, and taking the work with them at the end of the day. It also means they are free to move among classes, work in the library, or read online news and e-mails during break. Finally, it means never having to wait for an available desktop computer where those are in high demand.

Are we, then, at the end of desktop computing in schools? Probably not. Desktop PCs offer open access to students and teachers who cannot afford laptops of their own, they are generally more comfortable to work with for long periods of time (with bigger keyboards, monitors, and mice), and they offer management benefits to a school: better control of software and hardware, easier rights management, and cheaper networking. Associated with the shift towards mobile computers are also certain risks one must be aware of. Laptops are much easier to steal, and might get lost, unlike desktop. In case of a technical problem, they are harder and more expensive to fix, and it is more likely for a laptop to suffer early wear than a desktop. Considering these facts, one can safely assume that desktop PCs would continue having a role in the next few years. The school must prepare, however, for laptop computing becoming a progressively larger percentage of in-school computing.

The first step should be to offer the proper infrastructure for laptops, namely – a Wi-Fi wireless network. A Wi-Fi network (short for Wireless Fidelity), allows each laptop computer with the proper wireless card to log into the network, surf, and share resources from anywhere within a given range. Authorized students and teachers would be able to use their laptops to search the net, e-mail, print, as if they were using one of the school’s computers. Most new laptop models come equipped with Wi-Fi cards, but for those teachers and students using an older model, the school would have to offer special plug-in cards (for sale, lease, or for free). For more information, see our previous article on wireless school networks.

Schools may consider purchasing laptops for staff members, or even to offer them at a special rate for students. Rather than simply purchasing these laptops at a store, the school board would do better to research direct educational/students discounts from vendors. IBM, for example, offers an online education center with special offers, discounts, and case studies. Dell’s K-12 Education Homepage features a variety of discounts, products and services at special prices, and HP’s K-12 Education center, also offers special laptop prices and models. Which one to get? Depending on individual needs, the software applications of choice, and budget constraints, a school should do comparative research before choosing the perfect model. Websites like CNET’s Notebook Reviews can help compare prices and functionality.

Laptops and mobile computing are quickly changing our world. The vision of anytime, anywhere accessibility to personal information as well as web and e-mail is a powerful one. Coffee shops are filled with people working, writing, or getting informed through mobile computing, and commuting is no longer time wasted on travel. In schools, teachers are able to prepare presentations at home, and bring them to the classroom, or move from room to room, from the teachers lounge to the library, with the same tools, information, and class material – and often without having to break their wireless connection! Is your school ready for the mobile revolution?

Breaking Free from the Wires

Has the Time Come for a Wireless School?

By: Eric Durrand

With laptop and PDA prices dropping lower and lower every year, many people start taking their computers with them to school. But network connection are tying people to specific locations and in the case of wire-bound schools might mean having to use the classroom’s computers, typically older models, instead of one’s own PC. Wireless technologies, such as the ones allowing people to surf from cafés, restaurants, and airports, are now frequently being used in schools and colleges; they allow students and teachers the freedom of movement using their own computers, and connecting from their favorite spot on campus.

According to Gartner Group research, the wireless market is heading for 30% growth between 2004 and 2007, with up to 50% of organizations having wireless e-mail communications, and the number of HotSpots, public areas with wireless internet connectivity, continuously rising.  This implies a subsequent growth in school campuses where more students own their own laptops or use laptops provided by the schools through grants and other means.

Wi-Fi, short for Wireless Fidelity, is a leading wireless technology that allows computers to share internet connectivity, printers and scanners, and other network resources within a defined range. The different standards comprising the Wi-Fi technology are IEEE 802.11, 802.11a, 802.11b, 802.11g, and 802.11h. Each of these technologies is offering a different range, bandwidth and operating frequencies. Wi-Fi technology also offers LAN connectivity that is many times faster than regular DSL or Cable - so students and teachers can enjoy a fast and reliable connectivity on their network as well.

A wireless network doesn't have to be campus-wide. Though many schools do offer wireless connectivity across the campus (Hunter College in Manhattan for example), the wireless network can be limited to one, or a few key areas - like certain classrooms, the cafeteria, or the library. The smaller the area covered and the number of concurrent users, the lower the cost is going to be.

Installing wireless internet connection within a specific area of your school can be as easy as going in a store and purchasing a Wireless Router for your internet connection. While a wireless router, sold in Staples or Office Depot for around $70, can provide internet connectivity for up to 25 users, and within a range of up to 200 meters, it is recommended that infrastructure design will take into consideration load, maintenance and other factors. In most cases for the purpose of setting up a wireless infrastructure, we recommend using Access Points by Proxim or Cisco that offer adequate functionality. Most common wireless routers however, including NetGear, D-Link, and Linksys offer built-in protection, including a firewall, encrypted communication, and NAT.

For larger coverage, or to establish a local network that allows shared resources, the procedure is a bit more complex. A survey of the structure must be conducted, and potential radio interference must be noted. Iron elements in the walls, and electrical appliances such as microwaves or radio antennas, can interfere with Wi-Fi performance and must be taken into consideration. The school's need for coverage, concurrent users, and security all affect the number of access points, routers, signal enhancers, and landlines that may be required. Most of this equipment, however, is not unreasonably expensive - only slightly more so than regular wire-bound networks.

The issue of wireless network cards on the user side must also be considered. Most of today's newest laptops come pre-installed with wireless connectivity. Older models, however, which are still in use today, may need to plug in a special card before being able to connect. The school should be ready to offer these cards, for purchase or for rent, to students and teachers who need them.

Information security is a major issue to be considered while implementing a wireless network. A poorly protected wireless network can reveal classified information, such as grades, or even personal details of teachers and students, to a hacker sitting in a car outside the school, with a laptop. To prevent this scenario from becoming a reality many security issues must be addressed: Will the network be open to anyone with a laptop, or just to authorized personnel? Should the communication be encrypted to protect the privacy of individuals using it? Which network resources are to be open to everyone, and which files, printers, scanners must be protected? Will users need to use a special password, a password-generating ID card, or maybe even a fingerprint scan to gain access to certain information? Only an expert can help you resolve these issues, and recommend the right technologies.

Imagine your school on an average wireless day: you come in to read the morning news on your laptop, in the school cafeteria. In class, you refer to an important online resource, and students can log into it with their laptops. Sitting in the library with your laptop, you can do your online research while sitting comfortably on a sofa, send your results to one of the school's nearby printers, and then check your e-mail from the teachers lounge. Students will be able to take their school assignments home, and bring their laptops to class and library. They can use school breaks to check their e-mails, print papers and assignments, or easily share information with fellow students. The “wireless school” expands students’ access to educational resources with convenience and ease, is your school on its way to becoming one?

Your place on the Web

A School Website: Why, and How?

By: Eric Durrand

Every other business and organization today has a website. From the Government, to colleges, to businesses, to small shops and individuals - it seems like more and more people are discovering the power of the web. The World Wide Web is now the number one medium for delivering textual information directly to customers, partners, and employees, and it is quickly consuming a larger percentage from other mediums, including audio, video, and commerce.

The benefits of having a website are numerous. Among them: Making information easily and continually accessible from every home or public computer, easy updates propagation, low cost, interactivity, a more modern image for the school, and easy reference to other online resources. A school website can be used to attract new students, to communicate with current students and parents, to post assignments, news, and announcements, to publish rules of conduct, academic policies, contact information, or class materials, to create a useful online reference for students, and to encourage discussion through online forums and blogs.

Indeed, most people today will search for a school website as a first means to get information on a specific school. A school that features no website, or features one that is lacking in information or design might receive fewer responses and leave a bad impression on parents who want their child to be prepared for today's world. A school website will usually showcase the school's past achievements and current goals, and carry a message from the school's administration to parents and students.

A great example of a well developed school website is that of Lafayette High School in Brooklyn (http://www.lafayettehs.org). The site is well designed, and easy to get around. You can immediately locate the contact details, calendar, and bulletin board. You can see the news and announcements section, and with one click receive a full list of the staff, with their e-mail addresses. Under Classes in the menu, a student can pick a class he's taking, and download Word documents with the home assignments and their due dates.

The East Side Community High School in Manhattan (http://eastside.newvisionsk12.org) has taken its website a step further: Every class has a web page of its own, with all the relevant details. Teachers and students discuss class materials and other issues through forums and web-logs, and have recently added a wiki, a shared encyclopedia of sorts, that allows everyone to contribute their thoughts on different topics.

The school's website need only be as big as the school itself. A small school might do fine with a 5 page website that gives all the essential details and no more. A bigger school might want to include class information, teacher and class journals, student debate forums, and frequently updated news pages. Both, however, need to take care of the same general aspects of building a website:

1.      Selecting a URL, a web address, for the school.

2.      Finding a web host that will register your chosen URL and host the website to make it accessible online.

3.      Designing and building the site according to the school's specific requirements.

4.      Maintaining the website and updating it as time goes by.

Hosting services like Network Solutions, GoDaddy, Register.com, Verio.com and many others offer web hosting for as low as $20 a year. Other hosts offer tools that allow the layman to build a basic, but rather professional-looking website. Among these are Homestead, Yahoo! Small Business Web Hosting, and DotEasy.com. Some providers even target schools specifically, with offers that meet the specific needs of school websites. eChalk, Educational Networks, and OS4E provide schools with websites that include class information, news and announcements, a calendar for school events, and more.

Unless using a tool specifically developed for the layman, designing a website can be quite a difficult task. Graphical design tools, some HTML, FTP file transfer and different script languages are usually the minimum necessary to start a new website on your own. Teachers who are experienced with Microsoft Word might be happy to know that practically any document can be turned into an HTML document ready for the web, by simply picking Save As HTML from Word's File menu. Word, however, is not usually enough to design a professional website.

A blog, for a small school, might be the perfect solution. Blogs are extremely easy to start, easy to update, and many times free to host. A blog can be used as a small school's billboard - with news, announcements, assignments, and general information. For more information on blogs, read our previous article on the subject: An Educational Blogging Revolution.

Designing and building the school's website can be exciting, and fun. It makes you think of your school in new terms, to consider its needs, its image, its prospects. Deciding on what information to include, what to focus on, what colors to use, what photographs to add - is an engaging process. Students would often gladly participate in this process, contributing ideas, time, and sometimes technical expertise to the collective effort.

The bottom line is, the website is the school's digital business card - and without it, a school can literally become invisible to a growing number of people. What kind of website do you need? That's up to you. Deciding and implementing that decision can be one of the most satisfying experiences of your work, and one that will probably prove to be enormously beneficial to your school.

E-Rate: Year Eight

By: Sheryl Lane

If this sentence sounds like a nice rhyme; for students all over the U.S., it should mean a lot more than a dime.

On a survey conducted by the National School Boards Association (NSBA), technology specialists, teachers, administrators, and school board members concluded that the top two ed-tech challenges facing the nation's school districts are:  Integrating technology into the curriculum and ensuring there is sufficient money to achieve that goal.

Are these challenges answered under E-Rate?

Since 1996, when the President signed into law the Telecommunications Act of 1996 that expands the universal service to include Education Rate, E-Rate has helped millions of children in the U.S. to take part in school technology programs. The Education Rate (E-Rate) is the result of a regulatory decision made by the Federal Communications Commission (FCC), which stated that starting in January 1998, K-12 schools and libraries are eligible for up to $2.25 billion a year in discounts for a wide range of telecommunications services.

The Universal Service Administrative Company (USAC) was entrusted with overseeing the administration of the Universal Service Fund under the direction of the FCC - its Schools and Libraries division (SLD) is responsible for administering Universal Service in the day-to-day operations of the E-rate program.  2005 will be the eighth year in which the government is making technology more available to schools and libraries, with special emphasis on rural and economical disadvantaged areas.

Under the e-rate program, the Schools and Libraries Universal Service Support Mechanism– provides discounts to assist schools and libraries in the United States to obtain, otherwise unaffordable, services under the categories of: Telecommunications, Internet Access and Internal Connections. The money is provided in the form of direct funding by the government ranging from 20% to 90% of the costs of eligible services, depending on the level of poverty and the urban/rural status of the population served. The funding is based upon schools/libraries level of eligibility in the federal free and reduced lunch program; the designation (rural or urban) of school/district can be determined by checking with the U.S. Census Bureau.

To find out which services are included in the funding request for a school, one should check the “eligible services” list that is being updated and published every year on the SLD web site. A brief look at the list will assure you that that under the program, you have the opportunity to build professional and modern system that will assist your students with their education.

Schools that otherwise could not afford to invest in technology, can now start building their curriculum based upon their technological vision – Broadband Internet Access, wireless facilities, e-mail accounts, domain/web site hosting and other technologies are jut part of the list. This means: Accessible online databases for schools, more online research for libraries, fast data exchange with students, teachers and parents over a high-speed connection, exposure to the latest technologies with no “strings attached” - wireless campuses and time savings that equal extra learning. The program includes installation, maintenance and certain hardware as well.

A private school in Long Island, New York, has stated that the E-Mail system has dramatically enhanced communication between teachers and parents, who may be thousands of miles away.  In an economically depressed school district in Mississippi, it has been reported that second grade students are becoming more intellectually curious, discovering foreign countries on the Internet, corresponding with students in the U.S. and in other countries; significantly enriching their vocabulary. Education leaders increasingly use high-tech tools that bring creativity out of their students, leading to a "departure" from the limited, traditional, educational model.

The Department of Education has reported that in 1999, 95% of schools had Internet access and approximately 80% of schools had broadband Internet access. Since 1997, E-Rate has helped wire the majority of American’s schools and libraries. As of 2001, 87% of all public school instructional classrooms have been connected to the Internet and, as of 2002, 95% of all public libraries provide public Internet access. Large numbers of private schools have also increased their access to the Internet as a result of E-Rate funding. During this period, the E-Rate has delivered fresh educational opportunities and broadened the intellectual sphere of millions of students and many communities. In its fifth year, more than 36,000 E-Rate applications were submitted by schools, libraries, or consortia for funding.

It is said that computers generate a lot of paperwork. E-rate, certainly, adds to the paper toll.  Its paper trail requires careful examination and filling of forms, strict timing requirements which, if missed, will result in funding denials or reductions. It is therefore recommended to file E-Rate forms online where it is impossible to fail the SLD’s Minimum Processing Standards because if any key data is not provided or is inconsistent, the form cannot be submitted.

The funding year begins on July 1^st and ends on June 30^th. The process to apply for funding traditionally begins in August; providing sufficient time for applicants to apply, the SLD to process the applications, and service providers to survey the schools, plan and prepare contracts.

Important form deadlines include:

·         Form 470 – Applying for E-Rate funding; this form describes the services and/or products applicants are seeking, including information that service providers need to know to best meet applicants' needs. Must be posted at least 28 days before the selection of vendors, the signing of contracts, and the signing and filing of a Form 471. 

·         Form 471 - Lists the eligible services for which applicants are requesting E-rate funding, the vendors providing them and the funding amounts, among other information.  Form 471, must be filed 28 days after the Form 470 is POSTED and within the application window (In the last years run from early November to early February).

·         Form 486 - Notifies the SLD that the applicants are receiving, is scheduled to receive, or has received service in the relevant funding year from the named service provider(s). Must be filed within 120 days of the issuance of a Funding Commitment Decision Letter or the Service Start Date, whichever is later. Usually October 29th.

·         Form 472 (BEAR - Billed Entity Applicant Reimbursement) – Used by the school to request reimbursement of money spent already on eligible services paid in full to the service provider. BEAR is an optional form and the service provider may choose to submit it to be reimbursed directly. Must generally be filed within 120 days of the Last Date of Service, normally October 28^th for recurring services and January 28^th for non-recurring services.   

·         Appeals - Must be POSTMARKED within 60 days of the date the SLD made its decision challenged by the school.   

So, you ask; "A couple of forms to submit online is all that required for my school to 'conquer' the World Wide Web?"

The answer is yes! But school Technology Coordinators experienced with the program will tell you that it is not that effortless:

·         Forms must be carefully reviewed, particularly all the certifications at the end of each form, that if violated will result in penalties.

·         E-Rate rules continue to change and must be monitored with awareness.

·         The program has become more complex and more and more applicants experience funding delays in one year or another. An approved technology plan for a Universal Service funding must be in place including: Clear goals and a realistic strategy for using telecommunications and information technology to improve education as well as an assessment of the telecommunication services, hardware, software, and other services including a monitoring process of the School or Library developments as they evolve.

·         E-Rate rules are constantly being examined and modified. Due to cases of E-Rate waste and fraud the agency that administers the E-Rate took several steps to safeguard the program from further abuse; it has tightened its inspection procedures and formed a task force to recommend additional changes and corrections to the rules.

Now if you think this is too much "headache" – the simplicity of the E-Rate filing process is actually in its "complexity" and its intricate mechanism; the program is well organized and - if followed warily - can become the fun part of your school's activities, specifically when everything works as scheduled and your Technology Plan is on track.

For answers to specific questions, the first place to turn is to the SLD. Questions can be submitted by phone (888-203-8100), by fax (888-276-8736), or by using the Submit a Question feature on the SLD Web site.

Do your "homework", plan ahead, mark the dates and set deadlines and reminders! E-rate certainly meets the challenges of “Integrating technology into the curriculum and ensuring there is sufficient money to achieve that goal”: services and subsidies for technology infrastructure allow educators to enter the “palace” of advanced educational tools and methods. E-rate is opening its gate once again!

E-Learning, is it for your School?

By: Eric Durrand

Even if all teachers would have mastered the art of classroom teaching, controlling a classroom full of teenagers, while providing an authority figure, and capturing the students' interest and imagination, schools could use some help. Absenteeism, shortage in good teachers, the desire to standardize certain aspects of teaching and the need to cut costs, drive many schools to look at other options, and turn to technology as a possible solution.

E-Learning, or learning through computer technology, is an extremely versatile solution providing schools with the tools necessary to address their need to provide good and standardize education, without having to drag both students and teachers to a single place, or even to arrange a classroom - and sometimes without a teacher at all. At the entry level you find individual learning software, such as educational games, encyclopedias, or multimedia explorations of various topics. These include web-based games such as those you can find on FunBrain.com, CD-ROMs containing digital courses like this one on U.S. History, computerized atlases, maps, dictionaries, and self-test software - many of them to be found in bookstores, or online in stores like Amazon's educational software department. Students can interact with the E-Learning software, enjoy exciting colorful presentations, play games and answer quiz questions while learning a great deal through personal involvement and fun tools.

But there is more to E-Learning than standalone software. In recent years E-Learning software began to utilize the web and local networks as a platform for distance E-Learning. Tools like WebCT, Enspire, WebEx, HP Virtual Classroom, or IBM Lotus Virtual Classroom, and many others - allow schools to move the class experience online. Students can log in from home, or from a school computer, enjoy interactive presentations, watch a webcast (a video broadcast of the teacher over the network), or even participate in a full virtual classroom, with multiple students, live discussions, quizzes and voice/video interaction.

The New Jersey Institute of Technology is one pioneer in the field of E-Learning. NJIT's e-learning activity started 30 years ago with the creation of the first-ever computer-mediated communications network for education in 1975 and the trademarking of the term Virtual Classroom in 1989. NJIT has been delivering fully online classes since 1984 and fully online degree programs since 1989. Using WebCT's E-Learning platform, NJIT had recently announced the expansion of its virtual class offerings a customized e-learning program for pharmaceutical workers and is deepening counter-terrorism education for the New Jersey State Police.

"Whether we're helping a pharmaceutical plant avoid shutdowns, State Police combat terror, or the next generation of engineers and computing professionals meet the great challenges of the future, we're aggressively pursuing the NJIT's mission of economic development through education," said Gale Tenen Spak, Ph.D., NJIT's associate vice president of continuing and distance education. "WebCT Campus Edition is the platform for this pursuit and supports our activities by being flexible, reliable, powerful and easy to use."

Students and teachers both gain considerable benefits by utilizing E-Learning tools: E-Learning is easily accessible around the clock, whether online or through special software. Students can work at their individual pace, as the option of recording and reviewing sessions exists even with live, "virtual classroom" solutions. This new, exciting technology can also help captivate the student's interest, especially since it is more relevant to his out of school experience. Interactivity and involvement is another tremendous benefit: students work with a software that reacts and interacts, unlike a book. They get immediate feedback on their actions, be it a quiz answer or a request for more information. Researches have shown that students retain up to 50% more of the material through active involvement than simply through reading or listening!

The obvious benefits do not come without drawbacks. The price of installing the software may seem inhibiting, even when weighed against savings such as: renting space, travel expenses, paying teachers to give the same lectures time and again, and the indirect costs associated with reducing the class to a very limited geographical area. Another possible drawback is the school's or the teacher's resistance to learning new ways of doing things. New technologies require some degree of adjusting before they can be used. E-Learning software however, is typically user-friendly, and by demonstrating to teachers the benefits of using this technology, schools and students can benefit immensely.

As the technologies and attitudes mature, and more schools adjust and implement them, we are going to see the benefits to students become a daily reality. Teachers will no longer have to be at the same state, or even the same country as their students, in order to teach. Students will not have to meet at the same place, or at all. "Brick and mortar" classes may become obsolete, as students from around the world could meet at the same virtual classroom, engage in a lively debate, enjoy a unique presentation or otherwise interact with each other. Even inside the "old-fashioned" classroom, the E-Learning can transform the educational experience. In addition to books, lectures, and an occasional film - students can enjoy multimedia learning tools that combine texts, movies, sounds, online materials and interactive games to create an immersive learning environment.

Rain or shine, with E-Learning you can trust your teacher to be in "class" on time and the bashful students to participate better in a class where their blushing cheeks cannot be seen; E-Learning is your way to go beyond all space boundaries, and exchange ideas with colleagues 60 to 6,000 miles away. The technological issues involved are complex, and can often seem baffling. The options of each school may seem infinite. For that reason it is wise to turn to external experts who may assist, suggest tools and alternatives - and devise a plan to fit your needs.