Re: Laptop Schools Tech Support Policies

Hi Greg,

I guess I don't have a specific support policy document. In reviewing
this I find we mention providing technical support and how they can
contact support in several documents. Basically what I found states we
provide support which is included in the purchase of the computer
documentation and In terms of misuse or intentional damage we have this
covered in the Acceptable use policy signed by parents and students.

Not sure if you are looking for how our support works or just policy
ideas so I've also included or support plan:=20
Our 1 to 1 program began back in 1999, we support approximately 240
student Tablets, more than 150 staff Tablets/Laptops and we have
approximately 500 more computers on campus. We use a help desk software
application for work orders (http://www.kayako.com/solutions/esupport/)
which features e-mail submissions and replies. The help desk provides 2
way communication, it keeps us organized and accountable and it
maintains a history of events by student, teacher, parent and tech.

We require the students to purchase the same model Tablet. We, the
school negotiates the specs and pricing for the Tablet model. All
computers are purchased with a 3 year warranty, onsite maintenance and
accidental breakage insurance. We are also certified by the manufacturer
to make repairs on site. The computers are shipped to the school over
the summer, we install all necessary software and maintain a base image
of the model Tablet. We purchase loaner computers each year, we try and
maintain 10% loaner pool, about 25 Tablets on hand for use as loaners
while computers are being repaired. (We can sometimes swap the hard
drive from a broken machine and place in a loaner.) We try and have
computers repaired with physical damage within 3 days, much of this
depends on what the damage is and parts availability. If it is a virus
or software glitch we usually re-image the machine and have it up and
running within the hour.

Hope this helps,
Tom

-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Smith, Greg
Sent: Thursday, November 04, 2010 1:21 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Laptop Schools Tech Support Policies

We are looking at developing some policies for our helpdesk specific to
support of student laptops. If any school currently has a helpdesk
policy, student laptop program or not and would be willing to share it
please let me know. With the need to support a large user base with
limited resources, policies are the tool to help make this happen. Any
information would be greatly appreciated.

=20

Thanks

Greg Smith

Director of Technology

Notre Dame Preparatory School

smithg@notredameprep.com

=20

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IPad Clones?

Is anyone using a Windows-based or Android tablet rather than an iPad =
for students? There have been so much talk about iPad, but there are =
lots of other options out there, and I was wondering if anyone is using =
them. If you are, how well are they working?

Renee Ramig
Seven Hills School

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Re: Laptop Schools Tech Support Policies

Checkout http://GenYes.com

Sent from my iPad

On Nov 4, 2010, at 10:20 AM, "Smith, Greg" <SmithG@notredameprep.com> =
wrote:

> We are looking at developing some policies for our helpdesk specific =
to
> support of student laptops. If any school currently has a helpdesk
> policy, student laptop program or not and would be willing to share it
> please let me know. With the need to support a large user base with
> limited resources, policies are the tool to help make this happen. Any
> information would be greatly appreciated.
>=20
>=20
>=20
> Thanks
>=20
> Greg Smith
>=20
> Director of Technology
>=20
> Notre Dame Preparatory School
>=20
> smithg@notredameprep.com
>=20
>=20
>=20
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Re: ISED- Microsoft vs VM Ware for virtual servers

I would have to agree that VMWare is more effecient and stable. There is
also the advantage of a highly effective user interface for managing fhe
virtual environment which is sorely lacking in Hyper V unless you deploy
System Center.

I currently work with over 20 non profits running about 50 servers on the
free VMWare ESXi platform without any issue. And to be able to use the free
VMWare conversion tool to perform physical to virtual migration and virtual
to virtual migrations is just another list of bonuses.

TJ

TJ Rainsford

Sent from Android

On Nov 5, 2010 5:21 PM, "Matthew Datcher" <mdatcher@designdata.com> wrote:

Bo,

I am assuming the extra expense for VMware is because your consultant is
recommending vSphere. My question would be does your organization require
all of the features vSphere provides, such as high availability or vMotion?
One option would be to look into ESXi, also from VMware, which is currently
free. If need be, those features I mentioned can be licensed for your
environment.

Also, from personal experience I have found the claim that VMware is more
stable than Hyper-V to be true.

-Matthew

___________________________________________
Matthew Datcher
Senior Network Engineer
CCDP, CCNP, CCSP, MCNE, MCSE
designDATA
7606 Lindbergh Drive | Gaithersburg, Maryland 20879
240.599.1500 (direct) | 301.921.6696 (main) | 240.599.1555 (system desk)
mdatcher@designDATA.com | http://www.designDATA.com
New to designDATA? Watch our 3 minute introductory video here!
http://www.designdata.com/designdata-movie.html

Notice: This email message, including any attachments, is for the sole use
of the recipients to whom it is addressed, and may contain information that
is proprietary, privileged and/or confidential. If you are not the intended
recipient, please contact the sender by reply email and delete the original
message without making any copies. If you are not the intended recipient,
unauthorized review, copying, use, disclosure, or distribution is improper
and may be subject to legal sanctions. Although this e-mail and any
attachments are believed to be free of any virus or other defect that might
affect any computer system into which it is received and opened, it is the
responsibility of the recipient to ensure that it is virus free and no
responsibility is accepted by designDATA for any loss or damage arising in
any way from its use.

-----Original Message-----
From: A forum for independent school educators [mailto:ISED-L@LISTSERV.S...

Our school is preparing to replace all of our servers and go to virtual
servers. We have two proposa...

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Re: Technology Standards - TLI

Joel, thank you for this additional information. It is very helpful!
~Jayme

On 11/5/10 1:51 PM, "Backon, Joel" <jbackon@choate.edu> wrote:

Adrienne, this material comes form our internal literature.

Founded in 2007, the Technology and Learning Institute or TLI has provided =
60 Choate faculty members with the opportunity to spend a week learning abo=
ut the appropriate synthesis of technology tools and improved teaching and =
learning. Graduates of the program have:

* moved their course materials to Blackboard.
* created screen casts to explain specific concepts and techniques withi=
n their course.
* created collections of on-line self-graded assessments with feedback t=
o the student.
* designed courses using rich media as primary source content.
* incorporated student response systems for in-class formative and summa=
tive assessment.
* completed a host of other initiatives ranging from transforming the in=
structional interchange between teacher and student (using DyKnow) to using=
the SmartBoard as a vehicle for presenting and recording graphing calculat=
or instruction.

The week will consist of two tracks: 1) a series of mini-workshops (90 minu=
tes) consisting of hands-on learning followed by a small deliverable using =
an appropriate technology tool (90 minutes); or 2) a project track in which=
a faculty member may spend an entire week working on a single project that=
is designed to produce an enhanced learning experience for students.

Feel free to browse the curriculum from the June 2010 TLI (this would be fo=
r the mini-workshop track): http://backopedia.wikispaces.com/Summer+2010+Cu=
rriculum

Joel

--
Joel Backon
Director of Academic Technology / History
Choate Rosemary Hall
333 Christian St.
Wallingford, CT 06492
203-697-2514

On Nov 4, 2010, at 8:22 AM, Adrienne Hill wrote:

Joel:

Would you be willing to share more information with the group about your we=
ek-long Technology and Learning Institute? We are exploring the possibility=
of adding a similar program to our school's Professional Development Progr=
am.

Regards,
Adrienne

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874=
]
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[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874=
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Re: Need some help with Active Directory lists

A quick and dirty option would be to use the CSV Directory Exchange
application csvde.exe that already resides on your domain controllers.
Although, since it is the quick and dirty method, you will end up with a
CSV file that contains all of the attributes of the objects exported. It
should be easy enough to copy and paste the name and mail columns. Here
is an example if the contacts are all within one OU:

csvde -m -f parents.csv -d "ou=3Dparents,dc=3Dschool,dc=3Dorg" -r
"(objectClass=3Dcontact)"

Entering csvde on a command line by itself will give you a quick help
guide.

-Matthew

___________________________________________=20
Matthew Datcher
Senior Network Engineer
CCDP, CCNP, CCSP, MCNE, MCSE
designDATA
7606 Lindbergh Drive | Gaithersburg, Maryland 20879
240.599.1500 (direct) | 301.921.6696 (main) | 240.599.1555 (system desk)
mdatcher@designDATA.com | http://www.designDATA.com
New to designDATA? Watch our 3 minute introductory video here!
http://www.designdata.com/designdata-movie.html

Notice: This email message, including any attachments, is for the sole
use of the recipients to whom it is addressed, and may contain
information that is proprietary, privileged and/or confidential. If you
are not the intended recipient, please contact the sender by reply email
and delete the original message without making any copies. If you are
not the intended recipient, unauthorized review, copying, use,
disclosure, or distribution is improper and may be subject to legal
sanctions. Although this e-mail and any attachments are believed to be
free of any virus or other defect that might affect any computer system
into which it is received and opened, it is the responsibility of the
recipient to ensure that it is virus free and no responsibility is
accepted by designDATA for any loss or damage arising in any way from
its use.

-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Dickenson, Steven
Sent: Friday, November 05, 2010 9:24 AM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: Need some help with Active Directory lists

Download Quest's free ActiveRoles PowerShell commandlets and install it
on a computer with PowerShell installed.

http://www.quest.com/powershell/activeroles-server.aspx

Then, assuming all of these contacts are in a single OU in your Active
Directory, run this command in the ActiveRoles PowerShell:

Get-QADObject -SearchRoot 'mydomain.local/Parent Emails' -Type Contact |
Select-Object name,primarysmtpaddress | Export-CSV -Path
'c:\parentemails.csv'

Replace 'mydomain.local/Parent Emails' with your domain and OU path.

S

-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Bernadette Roche
Sent: Thursday, November 04, 2010 6:02 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Need some help with Active Directory lists

I'm out of my knowledge base on this one. I need to export the parent
email addresses we have set up as contacts in our active directory
distribution lists. Ideally, I would love to export to Excel, but right
now, I'll take anything.

=20

Any help would be greatly appreciated!!

=20

Bernadette Roche

Director of Technology

Oakhill Day School

www.oakhilldayschool.org

816.436.6228

=20

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Re: ISED- Microsoft vs VM Ware for virtual servers

Bo,

I am assuming the extra expense for VMware is because your consultant is =
recommending vSphere. My question would be does your organization =
require all of the features vSphere provides, such as high availability =
or vMotion? One option would be to look into ESXi, also from VMware, =
which is currently free. If need be, those features I mentioned can be =
licensed for your environment.

Also, from personal experience I have found the claim that VMware is =
more stable than Hyper-V to be true.

-Matthew

___________________________________________=20
Matthew Datcher
Senior Network Engineer
CCDP, CCNP, CCSP, MCNE, MCSE
designDATA
7606 Lindbergh Drive | Gaithersburg, Maryland 20879
240.599.1500 (direct) | 301.921.6696 (main) | 240.599.1555 (system desk)
mdatcher@designDATA.com | http://www.designDATA.com
New to designDATA? Watch our 3 minute introductory video here! =
http://www.designdata.com/designdata-movie.html

Notice: This email message, including any attachments, is for the sole =
use of the recipients to whom it is addressed, and may contain =
information that is proprietary, privileged and/or confidential. If you =
are not the intended recipient, please contact the sender by reply email =
and delete the original message without making any copies. If you are =
not the intended recipient, unauthorized review, copying, use, =
disclosure, or distribution is improper and may be subject to legal =
sanctions. Although this e-mail and any attachments are believed to be =
free of any virus or other defect that might affect any computer system =
into which it is received and opened, it is the responsibility of the =
recipient to ensure that it is virus free and no responsibility is =
accepted by designDATA for any loss or damage arising in any way from =
its use.

-----Original Message-----
From: A forum for independent school educators =
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Attwood, Bo
Sent: Friday, November 05, 2010 11:11 AM
To: ISED-L@LISTSERV.SYR.EDU
Subject: ISED- Microsoft vs VM Ware for virtual servers

Our school is preparing to replace all of our servers and go to virtual =
servers. We have two proposals from two companies. One is proposing to =
use our Microsoft Blanket License to save us money on server software =
the other company wants to use VMware claiming it is more stable than =
the Microsoft equivalent. This will be more expensive for us so is there =
a real advantage to going with VMware over Microsoft?

Bo Attwood
Chief Technology Coordinator
Carolina Day School
1345 Hendersonville Road
Asheville, NC 28803
828-210-9159
www.cdschool.org
battwood@cdschool.org
=A0
Confidentiality Warning:
This message may contain confidential and/or proprietary information, =
and is intended for the person/entity to which it was originally =
addressed. Any use by others is strictly prohibited. =A0

[ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

Re: Technology Standards - TLI

Adrienne, this material comes form our internal literature.

Founded in 2007, the Technology and Learning Institute or TLI has provided =
60 Choate faculty members with the opportunity to spend a week learning abo=
ut the appropriate synthesis of technology tools and improved teaching and =
learning. Graduates of the program have:

* moved their course materials to Blackboard.
* created screen casts to explain specific concepts and techniques withi=
n their course.
* created collections of on-line self-graded assessments with feedback t=
o the student.
* designed courses using rich media as primary source content.
* incorporated student response systems for in-class formative and summa=
tive assessment.
* completed a host of other initiatives ranging from transforming the in=
structional interchange between teacher and student (using DyKnow) to using=
the SmartBoard as a vehicle for presenting and recording graphing calculat=
or instruction.

The week will consist of two tracks: 1) a series of mini-workshops (90 minu=
tes) consisting of hands-on learning followed by a small deliverable using =
an appropriate technology tool (90 minutes); or 2) a project track in which=
a faculty member may spend an entire week working on a single project that=
is designed to produce an enhanced learning experience for students.

Feel free to browse the curriculum from the June 2010 TLI (this would be fo=
r the mini-workshop track): http://backopedia.wikispaces.com/Summer+2010+Cu=
rriculum

Joel

--
Joel Backon
Director of Academic Technology / History
Choate Rosemary Hall
333 Christian St.
Wallingford, CT 06492
203-697-2514

On Nov 4, 2010, at 8:22 AM, Adrienne Hill wrote:

Joel:

Would you be willing to share more information with the group about your we=
ek-long Technology and Learning Institute? We are exploring the possibility=
of adding a similar program to our school's Professional Development Progr=
am.

Regards,
Adrienne

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874=
]
Submissions to ISED-L are released under a creative commons, attribution, n=
on-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
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Re: ISED- Microsoft vs VM Ware for virtual servers

We implemented VMware this past summer. I considered Microsoft as well, bu=
t ultimately decided that the additional functionality in VMware was worth =
the extra expense. We have four physical hosts and have virtualized all bu=
t two of our servers. I am happy to answer specific questions if you have =
them.

Stuart

Stuart Posin
Director of Academic and Administrative Technology
Marlborough School=20
250 South Rossmore Avenue
Los Angeles, California 90004
Tel:=A0=A0 (323) 964-8408
www.marlboroughschool.org

A national leader in secondary education, Marlborough School has been prepa=
ring young women for leadership and contribution since 1889.

-----Original Message-----
From: Attwood, Bo [mailto:battwood@cdschool.org]=20
Sent: Friday, November 05, 2010 8:11 AM
To: ISED-L@LISTSERV.SYR.EDU
Subject: ISED- Microsoft vs VM Ware for virtual servers

Our school is preparing to replace all of our servers and go to virtual ser=
vers. We have two proposals from two companies. One is proposing to use our=
Microsoft Blanket License to save us money on server software the other co=
mpany wants to use VMware claiming it is more stable than the Microsoft equ=
ivalent. This will be more expensive for us so is there a real advantage to=
going with VMware over Microsoft?

Bo Attwood
Chief Technology Coordinator
Carolina Day School
1345 Hendersonville Road
Asheville, NC 28803
828-210-9159
www.cdschool.org
battwood@cdschool.org
=A0
Confidentiality Warning:
This message may contain confidential and/or proprietary information, and i=
s intended for the person/entity to which it was originally addressed. Any =
use by others is strictly prohibited. =A0

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874=
]
Submissions to ISED-L are released under a creative commons, attribution, n=
on-commercial, share-alike license.
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Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

Steve et al,

Had a great conversation with a CourseLoad rep this morning. I found their
approach quite compelling for the following reasons.

1. They are coming at this problem from the perspective of the educational
institution, not the textbook publisher.
2. They have a simple lightweight approach that integrates well with most
learning management systems, and works with Macs, Window and Linux.
3. They are fully open to supporting open-source textbooks as these evolve.
4. They seem to have a model which allows the textbook companies to make
money even with pricing books at a significantly lower cost.
5. They hope to have an iPad app available by next fall.
6. They have a print-on-demand option for those who want a paper copy.

They started experiments with a couple of independent schools this semester
and these appear to be going well.

We will be doing a webinar with them in the near future and I'll share any
additional information I pick up.

Fred

On Thu, Nov 4, 2010 at 3:41 PM, Steve Taffee <staffee@castilleja.org> wrote:

> I had a conversation with Courseload this morning, and have a follow-up
> scheduled for next week.
>
> From what i understand, Courseload does take existing textbooks and creates
> a PDF-like document, which they then access through their own reader to
> allow for some social collaboration features within a class. Books are
> purchased, not leased, by students.
>
> I see this model as transitional; a bridge that enables teachers who are
> familiar with textbooks to see that model in play with e-readers and
> computers. Many teachers will quickly come to see that e-texts could be so
> much more with embedded links, rich media contents, and built-in hooks to
> their LMS.
>
> I agree with Fred and Bill about the potential of a consortium of schools
> to
> contribute content. If you are not familiar with CK12.org, they are a
> non-profite creating open-content textbooks (they call them Flexbooks) that
> I think might make an interesting partner. Having several teachers work
> cooperatively also reduces the burden of a single person creating a text,
> not to mention the richer ideas that emerge from such collaboration.
>
> Having schools collaborate on creating textbooks also has the benefit of
> helping to capture the knowledge and pedagogy of master teachers, some of
> whom are nearing retirement age, and whose loss to a school represents much
> more than replacing one headcount with another. Knowledge retention is as
> important in schools as it is in business.
>
> s
> -----
> Steve Taffee | Director of Strategic Projects
> Castilleja School | staffee@castilleja.org
>
>

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Re: Facilities Booking and Asset Management Software

Whitney,

I would love to hear experiences with SchoolDude so far.

Thanks,

Ademola Popoola
Sacred Heart Schools

On Thu, Mar 11, 2010 at 11:44 AM, Whitney Donnelly <jwd@fhcds.org> wrote:

> We are about to begin using SchoolDude integrated with WhippleHill.
> Feel free to check back with me in a month or so and I can give you an
> update.
>
> Whitney Donnelly
> Director of Information Systems
>
> -------------------------------------------------------------------------------
> Far Hills Country Day School
> PO Box 8; Route 202
> Far Hills, NJ 07931
> 908-766-0622 x436
> www.fhcds.org
>
> Curiosity rewarded. Learning inspired. Expectations exceeded.
>
> -------------------------------------------------------------------------------
>
> A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
> >Thanks for the insights so far. Anyone using School Dude successfully?
> >
> >Christina Devitt
> >JIS Technology
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
> Submissions to ISED-L are released under a creative commons, attribution,
> non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>

--
A. Popoola

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Re: Laptop Schools Tech Support Policies

Is your question directed toward personal equipment / student laptops,
or school property?

We do not support any personal equipment.

Only our CFO / CPA has remote access VPN besides me. And yes, it
required me going to her home to do the install & config on her personal
equipment. I can terminate her access via my firewall, so if she were to
quit I'd simply remove her from the configs.

Thanks,=20
*******=20

Joe Frost, MS CIS
Director of Technology & Operations
Department Chair Technology=20
http://www.phoenixchristian.org

=20

-----Original Message-----
From: Smith, Greg [mailto:SmithG@notredameprep.com]=20
Sent: Thursday, November 04, 2010 10:21 AM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Laptop Schools Tech Support Policies

We are looking at developing some policies for our helpdesk specific to
support of student laptops. If any school currently has a helpdesk
policy, student laptop program or not and would be willing to share it
please let me know. With the need to support a large user base with
limited resources, policies are the tool to help make this happen. Any
information would be greatly appreciated.

=20

Thanks

Greg Smith

Director of Technology

Notre Dame Preparatory School

smithg@notredameprep.com

=20

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ISED- Microsoft vs VM Ware for virtual servers

Our school is preparing to replace all of our servers and go to virtual =
servers. We have two proposals from two companies. One is proposing to =
use our Microsoft Blanket License to save us money on server software =
the other company wants to use VMware claiming it is more stable than =
the Microsoft equivalent. This will be more expensive for us so is there =
a real advantage to going with VMware over Microsoft?

Bo Attwood
Chief Technology Coordinator
Carolina Day School
1345 Hendersonville Road
Asheville, NC 28803
828-210-9159
www.cdschool.org
battwood@cdschool.org
=A0
Confidentiality Warning:
This message may contain confidential and/or proprietary information, =
and is intended for the person/entity to which it was originally =
addressed. Any use by others is strictly prohibited. =A0

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Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

I would be interested in discussing the details about a delivery system
for this digital repository of standardized curriculum.

Thanks,=20
*******=20

Joe Frost, MS CIS
Director of Technology & Operations
Department Chair Technology=20
http://www.phoenixchristian.org

-----Original Message-----
From: Steve Taffee [mailto:staffee@castilleja.org]=20
Sent: Thursday, November 04, 2010 3:33 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: Digital 'Textbooks' - What's Working, What Didn't Work,
What Do You See on the Horizon?

Fred et al.

It seems to me that this would be a wonderful opportunity for NAIS to
step in. (Pat, are you monitoring this thread?)

NAIS could add its imprimatur to the effort which immediately grants it
legitimacy amongst the member schools. Further, NAIS could help
facilitate discussions of platforms, standards, etc. (hopefully all
open-source, but that's a personal bias), and laissez with foundations
that might be willing to help underwrite the work, and bring other
partners to the table (perhaps Apple with its iTunesU, for example) that
may provide strategic and tactical assistance.

Adding rich media sources such as the videos you refer to are wonderful!
They could serve as both direct instructional resources for students, as
well as professional development resources for teachers.

Sounds like a great workshop topic for NAIS national conference if not
before.

s

-----
Steve Taffee | Director of Strategic Projects
Castilleja School | staffee@castilleja.org
1310 Bryant Street | www.castilleja.org
Palo Alto, CA 94301 | taffee.edublogs.org 650.924.1040 (Google Voice)
Women Learning, Women Leading
<http://twitter.com/sjtaffee>
<http://www.linkedin.com/in/stevetaffee>
You don't *really* need to print this do you?

On Thu, Nov 4, 2010 at 2:05 PM, Fred Bartels <fredbartels@gmail.com>
wrote:

> Steve,
>
> I like the way you are looking at this as a process that is likely to=20
> go through various stages. Most of the faculty at my school are very=20
> tied to their textbooks and are unlikely to be comfortable moving=20
> quickly to an open-content collaborative model.
>
> That being said, I really like the idea of a consortium of schools=20
> putting some real resources (money and time) behind supporting=20
> teachers who want to share their knowledge in this way. We too have a=20
> number of master teachers who are nearing retirement age and would=20
> welcome the opportunity to give back to the larger community;=20
> especially if it was clear that they were part of an well-supported=20
> and organized effort with a good chance of a successful outcome.
>
> As part of our public purpose effort we have been exploring the idea=20
> of filming some of our master teachers presenting lessons and then=20
> making these videos freely available online. Imagine what could be=20
> produced with a combination of text, art, animation, photography and=20
> video. This is all doable. The expertise is there, the resources are=20
> available, the understanding of how to put it together exists: how=20
> could we make it happen?
>
> Fred
>
> On Thu, Nov 4, 2010 at 3:41 PM, Steve Taffee <staffee@castilleja.org>
> wrote:
> > I had a conversation with Courseload this morning, and have a=20
> > follow-up scheduled for next week.
> >
> > From what i understand, Courseload does take existing textbooks and
> creates
> > a PDF-like document, which they then access through their own reader

> > to allow for some social collaboration features within a class.=20
> > Books are purchased, not leased, by students.
> >
> > I see this model as transitional; a bridge that enables teachers who

> > are familiar with textbooks to see that model in play with e-readers

> > and computers. Many teachers will quickly come to see that e-texts=20
> > could be
> so
> > much more with embedded links, rich media contents, and built-in=20
> > hooks to their LMS.
> >
> > I agree with Fred and Bill about the potential of a consortium of=20
> > schools to contribute content. If you are not familiar with=20
> > CK12.org, they are a non-profite creating open-content textbooks=20
> > (they call them Flexbooks)
> that
> > I think might make an interesting partner. Having several teachers=20
> > work cooperatively also reduces the burden of a single person=20
> > creating a text, not to mention the richer ideas that emerge from
such collaboration.
> >
> > Having schools collaborate on creating textbooks also has the=20
> > benefit of helping to capture the knowledge and pedagogy of master=20
> > teachers, some of whom are nearing retirement age, and whose loss to

> > a school represents
> much
> > more than replacing one headcount with another. Knowledge retention=20
> > is as important in schools as it is in business.
> >
> > s
> > -----
> > Steve Taffee | Director of Strategic Projects
> > Castilleja School | staffee@castilleja.org
>
> [ For info on ISED-L see=20
> https://www.gds.org/podium/default.aspx?t=3D128874]
> Submissions to ISED-L are released under a creative commons,=20
> attribution, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>

[ For info on ISED-L see
https://www.gds.org/podium/default.aspx?t=3D128874 ] Submissions to =
ISED-L
are released under a creative commons, attribution, non-commercial,
share-alike license.
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Re: Need some help with Active Directory lists

Download Quest's free ActiveRoles PowerShell commandlets and install it on =
a computer with PowerShell installed.

http://www.quest.com/powershell/activeroles-server.aspx

Then, assuming all of these contacts are in a single OU in your Active Dire=
ctory, run this command in the ActiveRoles PowerShell:

Get-QADObject -SearchRoot 'mydomain.local/Parent Emails' -Type Contact | Se=
lect-Object name,primarysmtpaddress | Export-CSV -Path 'c:\parentemails.csv=
'

Replace 'mydomain.local/Parent Emails' with your domain and OU path.

S

-----Original Message-----
From: A forum for independent school educators [mailto:ISED-L@LISTSERV.SYR.=
EDU] On Behalf Of Bernadette Roche
Sent: Thursday, November 04, 2010 6:02 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Need some help with Active Directory lists

I'm out of my knowledge base on this one. I need to export the parent
email addresses we have set up as contacts in our active directory
distribution lists. Ideally, I would love to export to Excel, but right
now, I'll take anything.

=20

Any help would be greatly appreciated!!

=20

Bernadette Roche

Director of Technology

Oakhill Day School

www.oakhilldayschool.org

816.436.6228

=20

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874=
]
Submissions to ISED-L are released under a creative commons, attribution, n=
on-commercial, share-alike license.
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Another hint at a paradigm shift?

This relates to higher education, for now (and is in fact from INSIDE HIGHER
ED today), but yet another set of visions of the way our field may be
disrupted by technology and the new culture:

http://www.insidehighered.com/news/2010/11/05/cref

And while you're there, you may as well check out
http://www.insidehighered.com/news/2010/11/05/sloan

Food for thought--feel as though a diet may be in order soon--Peter Gow

Peter Gow
Director of College Counseling and Special Programs
Beaver Country Day School
791 Hammond Street
Chestnut Hill, Massachusetts 02467
www.bcdschool.org
617-738-2755 (O)
617-738-2747 (F)
petergow3 (Skype)

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Re: Need some help with Active Directory lists

Not sure if this is exactly what you are looking for, but you might be =
able to play around with it and get what you need.
=20
1. Open Active Directory, right click on the "Saved Queries" choose New =
> Query.
2. Give the query and name and description, select where in AD you want =
it to search.=20
3. Click on the Define tab: Select the drop down box where it says =
"Find"
4. Choose "Exchange Recipients", deselect all options except for =
"Contacts with External Email Addresses"
5. Click on ok. Right click on the name of the query that you just =
made and choose export list. You have several options to choose from =
including csv.
=20
thanks,
Bruce Montgomery
Lakeview Academy
=20
=20

________________________________

From: A forum for independent school educators on behalf of Bernadette =
Roche
Sent: Thu 11/4/2010 6:02 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Need some help with Active Directory lists

I'm out of my knowledge base on this one. I need to export the parent
email addresses we have set up as contacts in our active directory
distribution lists. Ideally, I would love to export to Excel, but right
now, I'll take anything.

Any help would be greatly appreciated!!

Bernadette Roche

Director of Technology

Oakhill Day School

www.oakhilldayschool.org

816.436.6228

[ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Re: Technology Standards

Renee-

Thanks for your response. We have been discussing the ISTE standards a lot
lately. I completely appreciate using many different tools and having
teachers decide what works for them. We, too, have gotten away from saying
things like 5th grade needs to cover spreadsheets, etc. because if it's
not meaningful to the curriculum, it's meaningless in the classroom. Our
Academic Tech Coordinator has a weekly meeting (tech byte) with every
teacher in the Lower School. They explore tools and plan together. This
has really worked. I only wish I could clone her so that she could work
for with Middle/ Upper School Faculty too.

>problem solving,collaboration, creativity, information fluency, and
>digital citizenship.
All very important skills!

A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
>Really, if you
>look at the newest version of the ISTE standards, this is really what
>they are trying to do. The skills focus on problem solving,
>collaboration, creativity, information fluency, and digital citizenship.

Lorri Carroll
Director of Technology
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
lcarroll@hamdenhall.org
work (203) 752-2606
cell (203) 215-9833

This message contains privileged and confidential information intended
solely for the use of the addressee(s) named above. Any disclosure,
distribution, copying or use of the information by others is strictly
prohibited. If you have received this message in error, please notify the
sender by immediate reply and delete the original message. Thank you.

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Re: Technology Standards

Ironically, I"m not sure that is true either. While this is anecdotal my
experience this semester with several substantial changes (for economical
reasons) this year, what we have seen is that for many of our experienced
teachers this has been an opportunity to rethink their positions on a number
of issues and we have found that Making Change is always a sense of loss. If
we can Making Change can be a gain as well, everyone wins: students and
teachers, educational institutions, and IT Departments.

On Thu, Nov 4, 2010 at 2:11 PM, Seth Battis <seth@battis.net> wrote:

> Ironically, my sense has been that the 12% not using technology are not the
> weakest or most backward 12% of teachers. They tend to correlate more
> closely with the 12% most experienced and most well-respected teachers. Not
> a 12% that I would choose to ignore or disengage from.
>
> My sense is that usually the lack of technological engagement is, as Renee
> suggested, based on legitimate lack of time, long experience teaching
> without technology (so the efficiency gains of technology are not
> appealing:
> they would require major loss of efficiency to retool with technology, at
> least initially), and deep involvement with co-curricular aspects of the
> school (e.g. dorm heads, college advisors, varsity coaches) that devour
> enormous amounts of their time (did I mention lack of time? Lack of time.)
>
> It has probably been ten years since I talked to a teacher who was not
> employing technology who was not keenly aware that they _should_ be using
> technology and who didn't have some ideas about how they might use it.
>
> -- S
>
> Seth Battis / http://battis.net / seth@battis.net / @battis / (323)
> 638-7384
>
>
> On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org>
> wrote:
>
> > Personally, I'd be inclined not to spend much time on the 12%. There's
> > greater pay-off working with those who are ready to move, and in rare
> > cases,
> > there are teachers who are so gifted in other areas that who cares if
> they
> > use technology?
> >
> > It's tough to let some people go on in ways that don't challenge them to
> > stretch and grow, but let's be realistic about not letting the tail wag
> the
> > dog and becoming a drag on other innovators. Isolate and control their
> > reach
> > is the tough love that may sometimes be required. The recalcitrant are
> > adults and make their own decisions.
> >
> > s
> >
> > -----
> > Steve Taffee | Director of Strategic Projects
> > Castilleja School | staffee@castilleja.org
> > 1310 Bryant Street | www.castilleja.org
> > Palo Alto, CA 94301 | taffee.edublogs.org
> > 650.924.1040 (Google Voice)
> > Women Learning, Women Leading
> > <http://twitter.com/sjtaffee> <
> http://www.linkedin.com/in/stevetaffee
> > >
> > You don't *really* need to print this do you?
> >
> >
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
> Submissions to ISED-L are released under a creative commons, attribution,
> non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>

--
David F. Withrow
Director of Technology
Harford Day School
Bel Air, Maryland 21014
voice: 410 809 2406
fax: 410 836 5918
cell: 443 876 3422
skype: dfwithrow
http://www.harfordday.org

"What we want is to see the child in pursuit of knowledge, and not
knowledge in pursuit of the child."- George Bernard Shaw

The test of the morality of a society is what it does for its children.
- Dietrich Bonhoeffer

In theory, there is no difference between theory and practice. In practice,
there is.
- Yogi Berra

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874 ]
Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L

Re: Technology Standards

I have found if teachers are truly using technology as a ubiquitous tool
in their classroom, the kids get a strong set of tech skills. I feel it
is my job to work with teachers and help them find new ways to use
technology in their classroom. I give them examples of things they can
use, show them samples of curriculum tools that we have available, give
them guidelines on how technology could be used in some of the lessons
they are already doing, etc. =20

We are really lucky because every grade has enough laptops for every two
students. In K-5, we have 10 laptops in each classroom of 20 students.
If they need a full class set, they just borrow from their partner
teacher. In middle school we have 60 laptops and 20 desktops in a media
center that students use throughout the day. They just pop in and
borrow a laptop, or sit down and use a desktop if working on something
that needs a wired connection (like video). =20

I use to have a check list of standards that I would go over every year
and try to make sure all grades covered them. What happened is that we
would purposely create lessons to ensure the students covered
spreadsheets, or the students create a webpage, or... In middle school
(and often in 3rd - 5th), there is rarely a project a teacher does where
all the kids are using the same software and doing the same thing. It
didn't make sense to say - you all have to create a webpage. Some might
want to do a video, others a podcast, others do a comic strip in Comic
Life. =20

The software, online tools and hardware change so quickly, that there is
not enough time to teach the specific tools out of context. If a
student is working on a Civil War website, then they will get help to
learn the software for this. If they are working on a video for the
Holocaust, then they will learn how to use iMovie or Final Cut Express.
Often, the teacher knows less than the students, so the students are
very good at figuring it out. If we limited tools in the classroom to
only what the teacher knows how to use, the students would have a very
limited selection in most classrooms!

So, to get back to the question - should a fourth grader know a set of
skills before moving into 5th grade - I say yes - the skills they need
are the problem solving skills to select from a variety of tools, be
able to use the help and online resources to figure out how to use the
tool, and to be able to take a rubric or set of guidelines and use a
tool to meet these guidelines with their own creativity. Really, if you
look at the newest version of the ISTE standards, this is really what
they are trying to do. The skills focus on problem solving,
collaboration, creativity, information fluency, and digital citizenship.

Renee Ramig
Seven Hills School=20

-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Lorri Carroll
Sent: Thursday, November 04, 2010 2:02 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: Technology Standards

I'm curious if you all think that this would apply when one of the 12%
is
a 4th grade teacher, for example, whose students will not have the same
experiences to build upon for 5th grade? Can we leave it to that teacher
to decide what skills are necessary (or not necessary)? Should there be
curricular guidelines at this level?=20

Lorri Carroll
Director of Technology
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
lcarroll@hamdenhall.org
work (203) 752-2606
cell (203) 215-9833

This message contains privileged and confidential information intended
solely for the use of the addressee(s) named above. Any disclosure,
distribution, copying or use of the information by others is strictly
prohibited. If you have received this message in error, please notify
the
sender by immediate reply and delete the original message. Thank you.

A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU>
writes:
>Ironically, my sense has been that the 12% not using technology are not
>the
>weakest or most backward 12% of teachers. They tend to correlate more
>closely with the 12% most experienced and most well-respected teachers.
>Not
>a 12% that I would choose to ignore or disengage from.
>
>My sense is that usually the lack of technological engagement is, as
Renee
>suggested, based on legitimate lack of time, long experience teaching
>without technology (so the efficiency gains of technology are not
>appealing:
>they would require major loss of efficiency to retool with technology,
at
>least initially), and deep involvement with co-curricular aspects of
the
>school (e.g. dorm heads, college advisors, varsity coaches) that devour
>enormous amounts of their time (did I mention lack of time? Lack of
time.)
>
>It has probably been ten years since I talked to a teacher who was not
>employing technology who was not keenly aware that they _should_ be
using
>technology and who didn't have some ideas about how they might use it.
>
>-- S
>
>Seth Battis / http://battis.net / seth@battis.net / @battis / (323)
>638-7384
>
>
>On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org>
>wrote:
>
>> Personally, I'd be inclined not to spend much time on the 12%.
There's
>> greater pay-off working with those who are ready to move, and in rare
>> cases,
>> there are teachers who are so gifted in other areas that who cares if
>they
>> use technology?
>>
>> It's tough to let some people go on in ways that don't challenge them
to
>> stretch and grow, but let's be realistic about not letting the tail
wag
>the
>> dog and becoming a drag on other innovators. Isolate and control
their
>> reach
>> is the tough love that may sometimes be required. The recalcitrant
are
>> adults and make their own decisions.
>>
>> s
>>
>> -----
>> Steve Taffee | Director of Strategic Projects
>> Castilleja School | staffee@castilleja.org
>> 1310 Bryant Street | www.castilleja.org
>> Palo Alto, CA 94301 | taffee.edublogs.org
>> 650.924.1040 (Google Voice)
>> Women Learning, Women Leading
>> <http://twitter.com/sjtaffee> =20
><http://www.linkedin.com/in/stevetaffee
>> >
>> You don't *really* need to print this do you?
>>
>>
>
>[ For info on ISED-L see
https://www.gds.org/podium/default.aspx?t=3D128874
>]
>Submissions to ISED-L are released under a creative commons,
attribution,
>non-commercial, share-alike license.
>RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons,
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Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

Fred et al.

It seems to me that this would be a wonderful opportunity for NAIS to step
in. (Pat, are you monitoring this thread?)

NAIS could add its imprimatur to the effort which immediately grants it
legitimacy amongst the member schools. Further, NAIS could help facilitate
discussions of platforms, standards, etc. (hopefully all open-source, but
that's a personal bias), and laissez with foundations that might be willing
to help underwrite the work, and bring other partners to the table (perhaps
Apple with its iTunesU, for example) that may provide strategic and tactical
assistance.

Adding rich media sources such as the videos you refer to are wonderful!
They could serve as both direct instructional resources for students, as
well as professional development resources for teachers.

Sounds like a great workshop topic for NAIS national conference if not
before.

s

-----
Steve Taffee | Director of Strategic Projects
Castilleja School | staffee@castilleja.org
1310 Bryant Street | www.castilleja.org
Palo Alto, CA 94301 | taffee.edublogs.org
650.924.1040 (Google Voice)
Women Learning, Women Leading
<http://twitter.com/sjtaffee> <http://www.linkedin.com/in/stevetaffee>
You don't *really* need to print this do you?

On Thu, Nov 4, 2010 at 2:05 PM, Fred Bartels <fredbartels@gmail.com> wrote:

> Steve,
>
> I like the way you are looking at this as a process that is likely to go
> through various stages. Most of the faculty at my school are very tied to
> their textbooks and are unlikely to be comfortable moving quickly to an
> open-content collaborative model.
>
> That being said, I really like the idea of a consortium of schools putting
> some real resources (money and time) behind supporting teachers who want to
> share their knowledge in this way. We too have a number of master teachers
> who are nearing retirement age and would welcome the opportunity to give
> back to the larger community; especially if it was clear that they were
> part
> of an well-supported and organized effort with a good chance of a
> successful
> outcome.
>
> As part of our public purpose effort we have been exploring the idea of
> filming some of our master teachers presenting lessons and then making
> these
> videos freely available online. Imagine what could be produced with a
> combination of text, art, animation, photography and video. This is all
> doable. The expertise is there, the resources are available, the
> understanding of how to put it together exists: how could we make it
> happen?
>
> Fred
>
> On Thu, Nov 4, 2010 at 3:41 PM, Steve Taffee <staffee@castilleja.org>
> wrote:
> > I had a conversation with Courseload this morning, and have a follow-up
> > scheduled for next week.
> >
> > From what i understand, Courseload does take existing textbooks and
> creates
> > a PDF-like document, which they then access through their own reader to
> > allow for some social collaboration features within a class. Books are
> > purchased, not leased, by students.
> >
> > I see this model as transitional; a bridge that enables teachers who are
> > familiar with textbooks to see that model in play with e-readers and
> > computers. Many teachers will quickly come to see that e-texts could be
> so
> > much more with embedded links, rich media contents, and built-in hooks to
> > their LMS.
> >
> > I agree with Fred and Bill about the potential of a consortium of schools
> > to
> > contribute content. If you are not familiar with CK12.org, they are a
> > non-profite creating open-content textbooks (they call them Flexbooks)
> that
> > I think might make an interesting partner. Having several teachers work
> > cooperatively also reduces the burden of a single person creating a text,
> > not to mention the richer ideas that emerge from such collaboration.
> >
> > Having schools collaborate on creating textbooks also has the benefit of
> > helping to capture the knowledge and pedagogy of master teachers, some of
> > whom are nearing retirement age, and whose loss to a school represents
> much
> > more than replacing one headcount with another. Knowledge retention is as
> > important in schools as it is in business.
> >
> > s
> > -----
> > Steve Taffee | Director of Strategic Projects
> > Castilleja School | staffee@castilleja.org
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
> Submissions to ISED-L are released under a creative commons, attribution,
> non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>

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Need some help with Active Directory lists

I'm out of my knowledge base on this one. I need to export the parent
email addresses we have set up as contacts in our active directory
distribution lists. Ideally, I would love to export to Excel, but right
now, I'll take anything.

=20

Any help would be greatly appreciated!!

=20

Bernadette Roche

Director of Technology

Oakhill Day School

www.oakhilldayschool.org

816.436.6228

=20

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Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

Steve,

I like the way you are looking at this as a process that is likely to go
through various stages. Most of the faculty at my school are very tied to
their textbooks and are unlikely to be comfortable moving quickly to an
open-content collaborative model.

That being said, I really like the idea of a consortium of schools putting
some real resources (money and time) behind supporting teachers who want to
share their knowledge in this way. We too have a number of master teachers
who are nearing retirement age and would welcome the opportunity to give
back to the larger community; especially if it was clear that they were part
of an well-supported and organized effort with a good chance of a successful
outcome.

As part of our public purpose effort we have been exploring the idea of
filming some of our master teachers presenting lessons and then making these
videos freely available online. Imagine what could be produced with a
combination of text, art, animation, photography and video. This is all
doable. The expertise is there, the resources are available, the
understanding of how to put it together exists: how could we make it happen?

Fred

On Thu, Nov 4, 2010 at 3:41 PM, Steve Taffee <staffee@castilleja.org> wrote:
> I had a conversation with Courseload this morning, and have a follow-up
> scheduled for next week.
>
> From what i understand, Courseload does take existing textbooks and creates
> a PDF-like document, which they then access through their own reader to
> allow for some social collaboration features within a class. Books are
> purchased, not leased, by students.
>
> I see this model as transitional; a bridge that enables teachers who are
> familiar with textbooks to see that model in play with e-readers and
> computers. Many teachers will quickly come to see that e-texts could be so
> much more with embedded links, rich media contents, and built-in hooks to
> their LMS.
>
> I agree with Fred and Bill about the potential of a consortium of schools
> to
> contribute content. If you are not familiar with CK12.org, they are a
> non-profite creating open-content textbooks (they call them Flexbooks) that
> I think might make an interesting partner. Having several teachers work
> cooperatively also reduces the burden of a single person creating a text,
> not to mention the richer ideas that emerge from such collaboration.
>
> Having schools collaborate on creating textbooks also has the benefit of
> helping to capture the knowledge and pedagogy of master teachers, some of
> whom are nearing retirement age, and whose loss to a school represents much
> more than replacing one headcount with another. Knowledge retention is as
> important in schools as it is in business.
>
> s
> -----
> Steve Taffee | Director of Strategic Projects
> Castilleja School | staffee@castilleja.org

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Re: Technology Standards

I'm curious if you all think that this would apply when one of the 12% is
a 4th grade teacher, for example, whose students will not have the same
experiences to build upon for 5th grade? Can we leave it to that teacher
to decide what skills are necessary (or not necessary)? Should there be
curricular guidelines at this level?

Lorri Carroll
Director of Technology
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
lcarroll@hamdenhall.org
work (203) 752-2606
cell (203) 215-9833

This message contains privileged and confidential information intended
solely for the use of the addressee(s) named above. Any disclosure,
distribution, copying or use of the information by others is strictly
prohibited. If you have received this message in error, please notify the
sender by immediate reply and delete the original message. Thank you.

A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
>Ironically, my sense has been that the 12% not using technology are not
>the
>weakest or most backward 12% of teachers. They tend to correlate more
>closely with the 12% most experienced and most well-respected teachers.
>Not
>a 12% that I would choose to ignore or disengage from.
>
>My sense is that usually the lack of technological engagement is, as Renee
>suggested, based on legitimate lack of time, long experience teaching
>without technology (so the efficiency gains of technology are not
>appealing:
>they would require major loss of efficiency to retool with technology, at
>least initially), and deep involvement with co-curricular aspects of the
>school (e.g. dorm heads, college advisors, varsity coaches) that devour
>enormous amounts of their time (did I mention lack of time? Lack of time.)
>
>It has probably been ten years since I talked to a teacher who was not
>employing technology who was not keenly aware that they _should_ be using
>technology and who didn't have some ideas about how they might use it.
>
>-- S
>
>Seth Battis / http://battis.net / seth@battis.net / @battis / (323)
>638-7384
>
>
>On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org>
>wrote:
>
>> Personally, I'd be inclined not to spend much time on the 12%. There's
>> greater pay-off working with those who are ready to move, and in rare
>> cases,
>> there are teachers who are so gifted in other areas that who cares if
>they
>> use technology?
>>
>> It's tough to let some people go on in ways that don't challenge them to
>> stretch and grow, but let's be realistic about not letting the tail wag
>the
>> dog and becoming a drag on other innovators. Isolate and control their
>> reach
>> is the tough love that may sometimes be required. The recalcitrant are
>> adults and make their own decisions.
>>
>> s
>>
>> -----
>> Steve Taffee | Director of Strategic Projects
>> Castilleja School | staffee@castilleja.org
>> 1310 Bryant Street | www.castilleja.org
>> Palo Alto, CA 94301 | taffee.edublogs.org
>> 650.924.1040 (Google Voice)
>> Women Learning, Women Leading
>> <http://twitter.com/sjtaffee>
><http://www.linkedin.com/in/stevetaffee
>> >
>> You don't *really* need to print this do you?
>>
>>
>
>[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
>]
>Submissions to ISED-L are released under a creative commons, attribution,
>non-commercial, share-alike license.
>RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L

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Re: Technology Standards

I'm curious if you all think that this would apply when one of the 12% is
a 4th grade teacher, for example, whose students will not have the same
experiences to build upon for 5th grade? Can we leave it to that teacher
to decide what skills are necessary (or not necessary)? Should there be
curricular guidelines at this level?

Lorri Carroll
Director of Technology
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
lcarroll@hamdenhall.org
work (203) 752-2606
cell (203) 215-9833

This message contains privileged and confidential information intended
solely for the use of the addressee(s) named above. Any disclosure,
distribution, copying or use of the information by others is strictly
prohibited. If you have received this message in error, please notify the
sender by immediate reply and delete the original message. Thank you.

A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
>Ironically, my sense has been that the 12% not using technology are not
>the
>weakest or most backward 12% of teachers. They tend to correlate more
>closely with the 12% most experienced and most well-respected teachers.
>Not
>a 12% that I would choose to ignore or disengage from.
>
>My sense is that usually the lack of technological engagement is, as Renee
>suggested, based on legitimate lack of time, long experience teaching
>without technology (so the efficiency gains of technology are not
>appealing:
>they would require major loss of efficiency to retool with technology, at
>least initially), and deep involvement with co-curricular aspects of the
>school (e.g. dorm heads, college advisors, varsity coaches) that devour
>enormous amounts of their time (did I mention lack of time? Lack of time.)
>
>It has probably been ten years since I talked to a teacher who was not
>employing technology who was not keenly aware that they _should_ be using
>technology and who didn't have some ideas about how they might use it.
>
>-- S
>
>Seth Battis / http://battis.net / seth@battis.net / @battis / (323)
>638-7384
>
>
>On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org>
>wrote:
>
>> Personally, I'd be inclined not to spend much time on the 12%. There's
>> greater pay-off working with those who are ready to move, and in rare
>> cases,
>> there are teachers who are so gifted in other areas that who cares if
>they
>> use technology?
>>
>> It's tough to let some people go on in ways that don't challenge them to
>> stretch and grow, but let's be realistic about not letting the tail wag
>the
>> dog and becoming a drag on other innovators. Isolate and control their
>> reach
>> is the tough love that may sometimes be required. The recalcitrant are
>> adults and make their own decisions.
>>
>> s
>>
>> -----
>> Steve Taffee | Director of Strategic Projects
>> Castilleja School | staffee@castilleja.org
>> 1310 Bryant Street | www.castilleja.org
>> Palo Alto, CA 94301 | taffee.edublogs.org
>> 650.924.1040 (Google Voice)
>> Women Learning, Women Leading
>> <http://twitter.com/sjtaffee>
><http://www.linkedin.com/in/stevetaffee
>> >
>> You don't *really* need to print this do you?
>>
>>
>
>[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
>]
>Submissions to ISED-L are released under a creative commons, attribution,
>non-commercial, share-alike license.
>RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L

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Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
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Re: Laptop Schools Tech Support Policies

Hi Greg and fellow ISED-L colleagues,

My book has policies and procedures and timelines and other information - =
it's available from Amazon or some libraries. I took the policies and proc=
edures we used at The Peck School plus other information. I find college =
libraries sometimes have copies.=20

Here's the Amazon link: http://www.amazon.com/1-1-Learning-Second-Programs=
/dp/1564842541/ref=3Dsr_1_1?ie=3DUTF8&s=3Dbooks&qid=3D1288899690&sr=3D8-1 =
or http://tinyurl.com/2f4wdor
=20
Best regards,
Pamela=EF=BB=BF

--------------------------------------
Pamela Livingston
http://www.1-to-1learning.blogspot.com
Author of "1-to-1 Learning: Laptop Programs That Work"
Twitter: plivings
cell: 973-476-4819

On Nov 04, 2010, at 01:20 PM, "Smith, Greg" <SmithG@notredameprep.com> wro=
te:

> We are looking at developing some policies for our helpdesk specific to
> support of student laptops. If any school currently has a helpdesk
> policy, student laptop program or not and would be willing to share it
> please let me know. With the need to support a large user base with
> limited resources, policies are the tool to help make this happen. Any
> information would be greatly appreciated.
>
>
>
> Thanks
>
> Greg Smith
>
> Director of Technology
>
> Notre Dame Preparatory School
>
> smithg@notredameprep.com
>
>
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128=
874 ]
> Submissions to ISED-L are released under a creative commons, attribution=
, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

I had a conversation with Courseload this morning, and have a follow-up
scheduled for next week.

From what i understand, Courseload does take existing textbooks and creates
a PDF-like document, which they then access through their own reader to
allow for some social collaboration features within a class. Books are
purchased, not leased, by students.

I see this model as transitional; a bridge that enables teachers who are
familiar with textbooks to see that model in play with e-readers and
computers. Many teachers will quickly come to see that e-texts could be so
much more with embedded links, rich media contents, and built-in hooks to
their LMS.

I agree with Fred and Bill about the potential of a consortium of schools t=
o
contribute content. If you are not familiar with CK12.org, they are a
non-profite creating open-content textbooks (they call them Flexbooks) that
I think might make an interesting partner. Having several teachers work
cooperatively also reduces the burden of a single person creating a text,
not to mention the richer ideas that emerge from such collaboration.

Having schools collaborate on creating textbooks also has the benefit of
helping to capture the knowledge and pedagogy of master teachers, some of
whom are nearing retirement age, and whose loss to a school represents much
more than replacing one headcount with another. Knowledge retention is as
important in schools as it is in business.

s
-----
Steve Taffee | Director of Strategic Projects
Castilleja School | staffee@castilleja.org
1310 Bryant Street | www.castilleja.org
Palo Alto, CA 94301 | taffee.edublogs.org
650.924.1040 (Google Voice)
Women Learning, Women Leading
<http://twitter.com/sjtaffee> <http://www.linkedin.com/in/stevetaffee>
You don't *really* need to print this do you?

On Thu, Nov 4, 2010 at 12:10 PM, Bill Fitzgerald <dwfitzgerald@yahoo.com>wr=
ote:

> So here's my question:
>
> It looks like courseload offers the same stuff at a lower price - from
> their website:
>
> "And, it costs one-third the price of traditional textbooks =96 the same
> textbooks sourced from the same publishers that you use today."
>
> Why tether a new model to existing content?
>
> Given that we already have a great delivery system (aka the internet) and
> given that we can all create content for our subject areas (teachers do t=
his
> every day to augment/replace sections of any texts they use) and given th=
at
> tying any content to a specific device (Kindle, iPad app, etc) creates an
> unnecessary barrier to universal consumption, why not seek to repurpose
> existing open content into a set of resources that can be used or remixed
> anywhere, by anyone, on as many devices as possible?
>
> If a consortium of independent schools got together and
> released/developed/repurposed open content into a reusable format, that
> would be an amazing contribution.
>
> It would also go a long way toward addressing many of the features on
> Steve's list.
>
> And, more importantly, while the classroom experience within many
> independent schools cannot be replicated for all students, the curriculum
> and processes and collected knowledge accumulated within these schools ca=
n
> be. Sharing that wealth would constitute a social good that has the
> potential to provide access to more educational/learning opportunities fo=
r
> more students. If people within independent schools believe in the power =
of
> education to help eradicate or minimize the existing disparities between
> classes, why not share some of the intellectual wealth we have accumulate=
d.
>
> Jump-starting an ecosystem of open texts would be an amazing contribution=
.
>
> And, on the practical side, schools could save a tidy bundle on the cost =
of
> textbooks.
>
> Cheers,
>
> Bill
>
>
>
>
> ----- Original Message -----
> From:Fred Bartels <fredbartels@gmail.com>
> To:ISED-L@LISTSERV.SYR.EDU <To%3AISED-L@LISTSERV.SYR.EDU>
> Cc:
> Sent:Thursday, November 4, 2010 7:00:16 AM
> Subject:Re: Digital 'Textbooks' - What's Working, What Didn't Work, What =
Do
> You See on the Horizon?
>
> Steve,
>
> Thanks for your reply. You e-reader requirements list is great. Right on
> the
> money.
>
> Did you see this article in the Chronicle?
>
> http://chronicle.com/article/The-End-of-the-Textbook-as-We/125044/
>
> Interesting that it may be the colleges that force the publishers to move
> toward a viable e-text solution.
>
> I contacted these folks today (http://www.courseload.com/) as they are
> mentioned in the Chronicle article and seem to be a little ahead in
> developing a solution. Curious to see if they are interested in working
> with
> K-12s.
>
> Maybe a consortium of indy schools could work together with Courseload to
> try and bring to life your feature list.
>
> Fred
>
>
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74]
> Submissions to ISED-L are released under a creative commons, attribution,
> non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
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Re: Digital 'Textbooks' - What's Working, What Didn't Work, What Do You See on the Horizon?

So here's my question:=0A=0AIt looks like courseload offers the same stuff =
at a lower price - from their website:=0A=0A"And, it costs one-third the pr=
ice of traditional textbooks =E2=80=93 the same =0Atextbooks sourced from t=
he same publishers that you use today."=0A=0AWhy tether a new model to exis=
ting content?=0A=0AGiven that we already have a great delivery system (aka =
the internet) and given that we can all create content for our subject area=
s (teachers do this every day to augment/replace sections of any texts they=
use) and given that tying any content to a specific device (Kindle, iPad a=
pp, etc) creates an unnecessary barrier to universal consumption, why not s=
eek to repurpose existing open content into a set of resources that can be =
used or remixed anywhere, by anyone, on as many devices as possible?=0A=0AI=
f a consortium of independent schools got together and released/developed/r=
epurposed open content into a reusable format, that would be an amazing con=
tribution.=0A=0AIt would also go a long way toward addressing many of the f=
eatures on Steve's list.=0A=0AAnd, more importantly, while the classroom ex=
perience within many independent schools cannot be replicated for all stude=
nts, the curriculum and processes and collected knowledge accumulated withi=
n these schools can be. Sharing that wealth would constitute a social good =
that has the potential to provide access to more educational/learning oppor=
tunities for more students. If people within independent schools believe in=
the power of education to help eradicate or minimize the existing disparit=
ies between classes, why not share some of the intellectual wealth we have =
accumulated.=0A=0AJump-starting an ecosystem of open texts would be an amaz=
ing contribution.=0A=0AAnd, on the practical side, schools could save a tid=
y bundle on the cost of textbooks.=0A=0ACheers,=0A=0ABill=0A=0A=0A=0A=0A---=
-- Original Message -----=0AFrom:Fred Bartels <fredbartels@gmail.com>=0ATo:=
ISED-L@LISTSERV.SYR.EDU=0ACc:=0ASent:Thursday, November 4, 2010 7:00:16 AM=
=0ASubject:Re: Digital 'Textbooks' - What's Working, What Didn't Work, What=
Do You See on the Horizon?=0A=0ASteve,=0A=0AThanks for your reply. You e-r=
eader requirements list is great. Right on the=0Amoney.=0A=0ADid you see th=
is article in the Chronicle?=0A=0Ahttp://chronicle.com/article/The-End-of-t=
he-Textbook-as-We/125044/=0A=0AInteresting that it may be the colleges that=
force the publishers to move=0Atoward a viable e-text solution.=0A=0AI con=
tacted these folks today (http://www.courseload.com/) as they are=0Amention=
ed in the Chronicle article and seem to be a little ahead in=0Adeveloping a=
solution. Curious to see if they are interested in working with=0AK-12s.=
=0A=0AMaybe a consortium of indy schools could work together with Courseloa=
d to=0Atry and bring to life your feature list.=0A=0AFred=0A=0A=0A

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Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

Re: Technology Standards

Ironically, my sense has been that the 12% not using technology are not the
weakest or most backward 12% of teachers. They tend to correlate more
closely with the 12% most experienced and most well-respected teachers. Not
a 12% that I would choose to ignore or disengage from.

My sense is that usually the lack of technological engagement is, as Renee
suggested, based on legitimate lack of time, long experience teaching
without technology (so the efficiency gains of technology are not appealing:
they would require major loss of efficiency to retool with technology, at
least initially), and deep involvement with co-curricular aspects of the
school (e.g. dorm heads, college advisors, varsity coaches) that devour
enormous amounts of their time (did I mention lack of time? Lack of time.)

It has probably been ten years since I talked to a teacher who was not
employing technology who was not keenly aware that they _should_ be using
technology and who didn't have some ideas about how they might use it.

-- S

Seth Battis / http://battis.net / seth@battis.net / @battis / (323) 638-7384

On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org> wrote:

> Personally, I'd be inclined not to spend much time on the 12%. There's
> greater pay-off working with those who are ready to move, and in rare
> cases,
> there are teachers who are so gifted in other areas that who cares if they
> use technology?
>
> It's tough to let some people go on in ways that don't challenge them to
> stretch and grow, but let's be realistic about not letting the tail wag the
> dog and becoming a drag on other innovators. Isolate and control their
> reach
> is the tough love that may sometimes be required. The recalcitrant are
> adults and make their own decisions.
>
> s
>
> -----
> Steve Taffee | Director of Strategic Projects
> Castilleja School | staffee@castilleja.org
> 1310 Bryant Street | www.castilleja.org
> Palo Alto, CA 94301 | taffee.edublogs.org
> 650.924.1040 (Google Voice)
> Women Learning, Women Leading
> <http://twitter.com/sjtaffee> <http://www.linkedin.com/in/stevetaffee
> >
> You don't *really* need to print this do you?
>
>

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