EdTech Show Daily

ROUND ROCK GETS RESULTS WITH PROMETHEAN ACTIVCLASSROOM

Round Rock ISD is a progressive district with a diverse population of 39,000. Last year, with the help of Promethean, a global leader in interactive learning technologies, the district implemented a Digital Learning Classroom Project (DLC). This study took third and fifth grade high-stakes assessment scores in classrooms using the Promethean Activclassroom and compared it to similar classrooms without the technology.

“We wanted to use quantitative data to determine the extent to which Promethean could help close the achievement gap of ELL and mainstream students in mathematics and reading,” says Laura Alcorta, Director of Student Diversity and Learning at Round Rock ISD.

To help schools meet the challenges of not only passing NCLB requirements, but also teaching English acquisition skills, Promethean introduced an interactive ELL resource, Eduspark, to be used in combination with its popular Activclassroom.

A breakthrough in English language learning and teaching system, Eduspark, has a strong emphasis on science and provides dual-language immersion and the ability for teachers to toggle between English and Spanish, a feature that is invaluable for ELL students and ESOL (English for Speakers of Other Languages) applications.

“Eduspark dual immersion curriculum combined with Promethean’s interactive classroom solutions give schools with Spanish student populations an edge as they strive to meet NCLB science standards while increasing student’s language acquisition skills,” says Mark Elliott, President of Promethean, Inc.
In spring 2003, TAKS, Texas’ high stakes assessment mandated by NCLB legislation was implemented. The commended achievement level of TAKS indicates student performance at a level which notably exceeds the state passing standard, demonstrating thorough understanding of knowledge and skills at the grade level tested.

When the results of the DLC project at Round Rock ISD were reviewed, there were notable increases in student performance in classrooms implementing Promethean’s Activclassroom.  Fifty percent of fifth grade ELL students in digital classrooms received the TAKS commended rating, compared to 8.5 percent of ELL students in non-digital classrooms. For TAKS reading performance in third grade, the percentage of ELL students who achieved the TAKS commended level was 10 percent higher than comparable classrooms without Promethean’s technology. Perhaps the most significant result of the study showed a 100 percent TAKS pass rate for fifth grade ELL students in Promethean classrooms compared to a mere 73.2 percent in non digital classrooms.

“Based on these findings, we found that Round Rock significantly increased student achievement levels for ELL students using Promethean through the Digital Learning Classroom project,” says Alcorta. “Based on the learning gains witnessed this year, we are confident that even greater results will be realized in the second year of implementation.”

With results like this, it is no surprise that the use of digital classroom technology in school districts across America is on this rise.

“We are excited about Round Rock’s outstanding results,” states Elliott, “Their success validates and reinforces our commitment to education, with teachers and students at the forefront of everything we do.”.

TAKE SOPHISTICATED CLASSROOM TECH & MAKE IT EASY TO USE

Making AV control easy and intuitive is the driving force behind SP Controls of South San Francisco, Calif. Gary Arcudi, SP Controls’ Director of Marketing, and Stephen Thomas, Director of Strategic Accounts, explain the company’s strategy for the education market.

ESD: What makes SP Controls different from the competition?

GA: Our solutions were developed in the educational environment specifically for educators, and much of our technology is unique. For example, our Web-based monitoring control solution, the NRC, is the only product in its space that is Web based only. Our competitors don’t offer that. 

ST: When we design a product, our first step is to listen. Instructors tell us what they need and we follow those criteria in developing new products.

GA: Another thing that makes us unique is that all of our products are based on the belief that you need to take the sophisticated, complicated equipment out there and make it easy to use—nothing else. 

ESD: What is an educator’s biggest advantage in using SP Controls’ products? 

GA: Our biggest advantage is that our products empower the teachers to become more effective in what they do, that is teach. We make the new technologies easy to use.

ST: Another huge advantage is the common user interface that we offer. A teacher can walk from room to room, with different brands or models of equipment in each room but the interface is the same, common and so simple and reliable that the teacher is completely confident about using the technology.

ESD: What opportunities do you see for the education technology industry in 2008?

GA: I see it expanding greatly. The technology of the 'smart classroom' is now affordable enough to be put in all classrooms, and it can be used district wide. This technology makes the teachers’ jobs easier and engages the students for a more interactive teaching experience. 

ST: It’s really exciting. Advanced technology has become so affordable, it can be put in every classroom, not just specialized labs. Now, no teacher will be left behind with technology. It’s now cost affordable to use advanced equipment, easily control that equipment and permit teachers to concentrate on their material. 

ESD: What’s next for SP Controls? 

GA: We’re collaborating with other industry leaders to move in the direction of more Web-based, Internet-based solutions in the educational environment. We’re moving toward Internet-enabled classrooms that are controlled, monitored and secured via the Web and that use the power of the Web to bring the classroom to the next generation, possibly via Internet2. 

For more information, visit www.spcontrols.com.

DELIVER PROFESSIONAL DEVELOPMENT WITH THE CLICK OF A MOUSE

By C. Michael Lay

How does your school system do in-service? In Scott County, we require each teacher to complete five days of professional development, with at least three of those required at the beginning of school. We offer several sessions over the summer, and there is also an opportunity in the fall to join the rest of East Tennessee in Knoxville for another day.

Even with all of those opportunities to get their time in, we have several teachers who come up at least one day short of the required five. The penalty for not getting in the time is a loss of pay. 
I usually wind up doing a couple of half-day sessions at the high school in early June for those staff members lacking the required five days. Why June? Who wants to sit in on a three-hour session after school after teaching all day long? The make-up sessions are in my area of expertise (technology) and the audience is very often less than thrilled to be there. Their motivation is to just put the time in, and it is likely that whatever topic we cover will be lost over the next eight weeks of summer.

I recently approached our school administrators about being proactive in our approach to providing some quality in-service opportunities in a timely fashion. At the same time, I would also like to attract some of those hard-to-reach staff members that need some more exposure to relevant technologies but are reluctant to stay over for additional training. And why wait until school is out for the summer? 
The concept for delivery was sitting right under my nose, literally, in the form of a new TANDBERG Model 1700 on my desk! Why have teachers drive all the way out to Scott High for a session when they could just as easily walk down the hall in their school and simply turn on the video system? For teachers at Winfield Elementary, this would represent a 30-minute drive down Highway 27 versus a 30-second walk down the hall.

I can see them and they can see me—in high definition! The 1700 also functions as a PC monitor. The teachers see what I choose to present from my computer screen, when I want them to see it, with just a press of the blue button on the remote.

Our strategy in Scott County will be to offer several one-hour after school technology sessions over the next few months that teachers can sign up for on our Moodle site and receive PD credit if needed. And because this technology is not limited geographically, I plan on recruiting guest speakers from around the world to connect with us.

C. Michael Lay is Technology Coordinator for Scott County Schools, in Huntsville, Tenn. He can reached at mike@scottcounty.net.

WITH TI, DEEPER OPPORTUNITIES TO LEARN ARE CLOSER THAN EVER

By Melendy Lovett, President, Education Technology, Senior Vice President, Texas Instruments

Texas Instruments (TI) is proud to introduce TI-Nspire math and science learning technology. With TI-Nspire technology, TI unveils parallel handheld and computer software. The dual platforms of handheld and software allow documents to be transferred back and forth between the two and represent a fresh new approach for TI. This offering provides advancements such as “grab and move” functionality, automatic resizing and dynamic linking all around a save, edit and review document model.

TI-Nspire technology enhances the ability to:

• Use documents that align with teaching practices proven to enhance learning.
• Save and continue work from one class to the next.
• Allow student reflection and revision of work.
• Organize the build-up and sequencing of ideas.
• Enable formative assessment of student understanding.
• Have materials prepared at the start of class, increasing time on task.

Research played a major part in the development of the TI-Nspire handheld and software. The research and educator benefits include:

Effectiveness: The TI-Nspire math and science learning technology brings together graphing and formative assessment. Research† shows that students who use graphing technology on a regular basis see increases with student achievement. TI-Nspire technology emphasizes problem solving and concepts, not just right answers. TI-Nspire technology also allows for assessment through TI-Nspire documents that stimulate student reasoning and explanation.
Enhanced representation and communication of mathematics: TI-Nspire linked representations (equations, graphs, tables, geometric figures and words) enable students to master difficult concepts and explore the effects of changing variables, i.e. see the same mathematical idea across representations (grab and move a line on a graph and see how the equation and table data change). Teachers may also introduce topics such as modeling that were previously too time-consuming.
Deeper opportunities to learn: Students learn more when they have more time. TI-Nspire documents allow for a teacher to prepare the context for student work. With TI-Nspire documents, teachers may also organize a sequence of tasks and create a common starting point so students can succeed early and frequently. Using the new document features of TI-Nspire technology, teachers can develop classroom practices that increase the time students spend learning mathematics.

The TI-Nspire handheld is permitted on the SAT, ACT, PSAT and AP exams and comes with a snap-in TI-84 Plus Keypad that provides the same keystrokes and functionality as the TI-83 Plus, TI-84 Plus and TI-84 Plus Silver Edition graphing calculators. This dual functionality allows for districts and schools to continue using existing TI-84 materials, alignments, and professional development and integrate the TI-Nspire handheld technology over time.

TI-Nspire math and science learning technology is available from instructional dealers. We have designed a series of Hands-On Institutes where educators can experience and explore the TI-Nspire handhelds and software. These institutes are in locations across the United States.

Check out www.ti-nspire.com for details.

THE VR WORX: INDUSTRIAL STRENGTH TOOLS FOR QUICKTIME VR

The VR Toolbox slogan, industrial strength tools for QuickTime VR, clearly states the degree of precision, power and professionalism VR Toolbox aims to deliver with their products. VR Toolbox will target all segments of the Immersive Imaging market, including professional photographers, Web developers, multimedia producers, educators and hobbyists. Their line consists of The VR Worx, which is available for both Windows and the Macintosh operating systems. You can download demos, evaluation copies and tutorials complete with sample images, free from the Downloads page at www.vrtoolbox.com/downloads.html.

VR Toolbox has developed a new version of the VR Worx for Educators containing Key Server technology, which will allow schools to install VR Worx on their networks and allows students to access the application in groups of ten or more.

The VR Worx 2.6 is cross-platform, so it will run on both Mac and PC. To start capturing your images you can use any camera, from a disposable camera to a 35mm SLR, digital still or video camera.

Although The VR Worx software is sophisticated enough to correct errors in the alignment of handheld photos, a tripod with a panoramic head and leveling device should be used. Professionals prefer finely machined motorized turntables specifically marketed for creating object movies, but a pantry turntable (a lazy-susan) could be used and modified to provide a sophisticated tool.

For more information, visit www.vrtoolbox.com.

INTERACTIVE WHITEBOARDS: THE FOCAL POINT OF A CLASSROOM

Of the many technologies finding their way into classrooms, few have attracted the attention and had the impact of interactive whiteboards. Published studies from United Kingdom, Australia and the United States attest to the technology’s positive affect on student engagement and attention in the classroom, leading to higher rates of retention of curriculum information, improved efficiency in student acquisition of concepts and a consequential improvement in measured student performance. This is not hard to understand given the bright dynamic interactive platform, which becomes the focal point for a whole class teaching paradigm by which teacher, curriculum/material and students are connected and on the same page. 

mimio offers two interactive whiteboard solutions for classrooms—mimio Board and mimio Interactive. mimio Board combines mimio’s award winning technology with ceramic steel whiteboards and delivers both wireless and USB cable connection options. Because the technology is built in the board frame the board is less susceptible to impact or abrasion damage that can impair the performance of boards that use touch sensitive technology embedded in the board surface. Available in four models with diagonal display sizes ranging from 78 inches to the world’s largest interactive whiteboard at 111 inches, mimio Board has two models sized for optimum 4:3 aspect ratio display and two “HD” models sized for the emerging wide 16:10 aspect ratio. Under the “mimio Grant” academic pricing program for education, mimio Board can be purchased at prices ranging from $999 to $1,999.

mimio Interactive transforms existing dry erase whiteboards in the classroom into interactive whiteboards. This solution has low purchase cost, is easily deployed across multiple classrooms, and has minimal cost for freight, delivery and installation. It was these attributes that prompted the District School Board of Collier County Florida to choose the mimio Interactive system as the interactive whiteboard component of a multi-year program to install interactive multimedia facilities in all their K–12 classrooms.

For more information, visit www.mimio.com.

A CONVERSATION ON ‘DIGITAL DIRECTIONS’ WITH KEVIN BUSHWELLER

Kevin Bushweller, Executive Editor of Education Week’s Digital Directions, talks about the magazine and its purpose.

ESD: Why did Editorial Projects in Education launch this magazine?

KB: We were hearing the message from ed. tech. leaders, time and again, that they needed a publication whose sole purpose was to help them do their jobs better and improve student achievement through the use of technology. Through reporting on technology for its flagship publication, Education Week, and its annual Technology Counts report, Editorial Projects in Education has developed an understanding of ed. tech. issues that put it in a strong position to be an authoritative voice in this area. And our commitment to better coverage of educational technology is capturing attention even beyond the United States. We  were recently invited by the Web site of The Economist, the influential international news magazine, to participate in a discussion about the effectiveness of educational technology.

ESD: What is the purpose of Digital Directions?

KB: Our aim is to provide high-quality news, information and interactivity that will help ed. tech. leaders identify and solve the problems they face. We believe—using both our print magazine and our Web site [www.digitaldirections.org]—we can cut through the noise of information overload to point educators in the directions that will truly help them improve schools through the use of technology. The stories in our winter issue are a testament to this mission, with articles on how to use data more effectively, the role of technology in special education, a question-and-answer session with a top ed. tech. leader, and a vetted collection of useful Web sites.

ESD: How are your goals and how do you plan to achieve them?

KB: We recently published the third issue of the print magazine. Our first issue launched in June. Our goal has been to make each successive issue more useful than the previous one. And I think we have achieved that goal. The challenge will be to continue doing that with future issues. We are also working to build a strong and heavily interactive readership. The key tool for doing that will be our Web site, which is being upgraded to provide quality content more regularly between the release of each print magazine. We will provide important breaking news and trend stories as well as hosting online chats about issues that matter most to people in this field. In addition, Digital Directions readers can sign up for a free monthly e-newsletter that will feature stories and practical tips.

ESD: What special projects do you have in the works for the online Digital Directions?

KB: We are participating in a project sponsored by New York University in which news organizations as varied as ESPN and The Chronicle of Higher Education will build social networks to help improve the coverage of issues. The initial task of our network will be to identify the top 10 problems in educational technology and then determine how they might be solved. Ed. tech. leaders who are interested in being considered for participation in this project should contact me at kbushweller@epe.org.

ESD: What will be your measure of success?

KB: Our primary measure of success will be the reaction of the readers. Are they reading Digital Directions in print and using the Web site? Do they find the feature articles and special departments useful? We will be asking readers for their comments and critiques, because we want the evolution of this magazine [both in print and online] to be a partnership between the editors and writers of Digital Directions and our readers. We want to create a community of readers who help us improve the magazine and help each other do their jobs better. 

For more information, visit www.digitaldirections.org.

NCEA Exclusive: RICHARD REDIKER OF REDIKER SOFTWARE

Richard Rediker, founder and CEO of Rediker Software, talks about the company’s Administrator’s Plus software.

ESD: Tell us a little about your products.

RR: Administrator’s Plus is our foundation product, a student information software system created by educators for educators. Containing 28 years of unmatched features, AP is trusted by thousands of public and private schools in all 50 states and over 100 countries. Seamlessly integrated with A+ is our broad School Office Suite family of products. These include best-of-breed programs for the school nurse, library, cafeteria, admissions and development offices and more. I haven’t even mentioned our amazing report writers, district reporting capability, powerful schedule builder, off-site data backup service—I could go on and on.   
   
ESD:What new and exciting features have you introduced?

RR: Do you have all day? We added great new functionality while making AP even more intuitive. Outstanding search features, powerful multi-module queries, enhanced security, flexible GPA and credit calculation—it’s a long list! Also, APWeb Teacher, our browser-based access to Administrator’s Plus, allows teachers single-screen entry of grades, attendance and more.

ESD: What are the benefits to educators and administrators?

RR: Imagine the time and postage your school would save if in one step 1,000 report cards were sent home using AP E-Mail. That’s one example of how Administrator’s Plus saves money and frees up time so educators can do what they do best—educate. Other missions we take very seriously are student accountability and campus security.

ESD: What makes you different from other SIS company?

RR: Has any other SIS company persisted like Rediker Software, listening to what schools need? Can any other company approach the legendary level of personal support we provide our customers? We offer the best solutions for every school’s needs, but our modular philosophy means you buy only what you need right now. With Rediker, your school acquires more than a product—you gain a long-term trusted relationship.

ESD: What advice would you have for a school seeking a new or updated SIS product?

RR: Look at A+, of course. Seriously, compare many products. Insist on seeing the software demonstrated live. Talk to as many users of the proposed software as possible, but be aware that some vendors will steer you to paid references [not us, all our customers love us]. Research the company’s history and commitment to its customers. Look for a full-featured system that is easy to use. Above all else, be sure to involve in the decision-making process those people who will be using the product every day. If they’re happy, everyone will be happy.

ESD: What is the challenges schools face when choosing SIS software?

RR: The school budget is always a big challenge, but we refuse to let money, or the lack of it, dictate a school’s choice. Rapid changes in technology make life interesting, too. How does a school pick the right technology to invest in, and a provider who won’t fall by the wayside or get gobbled up by a heartless giant? I know one way a school can score an A+ for sure. Visit us online at www.rediker.com.

LONGHOUSE: BEST SCHOOL SCHEDULE IS NOT AUTOMATIC

Dr. O’Connor’s AP Calculus class can only be offered during 4th period because some students in the class are in 5th period AP French while other students are in 3rd period French, while … Generating a master schedule requires the configuration of an enormous number of factors.   Furthermore, each school is unique in its goals and operating style. Unfortunately, there is no software tool that can automate the entire scheduling process for your school.

If your school scheduling software has an auto-schedule button, then your best school schedule is not automatic. Enter your course parameters, teaching assignments and student requests. Press the auto-schedule button, and wait minutes, hours, or in some cases overnight, and the schedule is done. Amazing. Eighty-five percent of all students were successfully scheduled. But wait, you begin to review the results. One senior has a conflict between two courses required to graduate. Another student must decide to take a different language course. Make a few changes, hit the auto-schedule button again, and uh oh! Not much better. You fixed a few students, but now other students have irresolvable conflicts. Now, it’s not so instant, and since the entire schedule was automatically created, you cannot be sure what caused the conflicts.

Class A Scheduler by Longhouse Software is a high-end school scheduling program that does not have an auto-schedule button. Using Class A Scheduler, you build the best schedule for your school in a fraction of the time of auto-schedulers and their inevitable run/repair/rerun cycle. With Class A Scheduler’s powerful tools to analyze and look ahead for potential conflicts, you can make easy decisions on critical issues, and you are in complete control of all conflicting requests. You build a solid schedule quickly and intelligently without needless guess work. Best of all, with Class A Scheduler, you can be assured that you created the best possible schedule for your school in a fraction of the time that it took you automatically.

Additionally, the best schedule is derived from accurate and complete student request data.  Class A Signup is the online course registration system provided by Longhouse Software to gather course requests directly from the students. With multiple verification settings, schools can be sure that students have registered for enough credits, for a course from each departments or other criteria. 
Longhouse Software, a prominent developer of school scheduling software, proudly presents both Class A Signup and Class A Scheduler as a complete school scheduling solution. Students easily signup for their courses with Class A Signup and Class A Scheduler efficiently builds an optimal master schedule based on those requests.

OBTAIN EXCELLENCE IN WRITING BY SHARPENING LESS, CONVERT TO PENS

By Andrew Pudewa

“First draft in pencil, final copy in pen,” were the traditional instructions of our grade school teachers. However, when we observe children using pencils during writing classes, one bewildering phenomenon is the amazing amount of time spent on erasing; careful observation will show that it actually takes the average child longer to erase a complete sentence than to write one. Inevitably, we will also notice the child’s continuous need to sharpen, sharpen and sharpen that pencil down to a stub. Is there a simple solution?

During Excellence in Writing student classes, we have a very strange rule: NO ERASING ALLOWED. Shocking to some and bewildering to others, this odd discipline, once accepted, has a remarkably liberating effect. When erasing is illegal (and first time perfection is never expected), neatness is no longer a burden. Messiness is okay. Thinking about how the words sound and not obsessing about how the paper looks, children are able to experiment with vocabulary freely. Of course, nobody gets it perfect the first time; a final or typed copy must be the norm. Clearly, when children are freed from the necessity of being careful and neat, their brains are freed up to think more about putting ideas into words, and words into sentences. Try the NO ERASING ALLOWED rule in your classroom, and see immediate benefits.

Sharpening also takes time. It eats the pencils. Kids do it constantly. Why? Although often it may be a form of procrastination, it more likely has to do with kinesthetic and tactile consistency. As a pencil wears, the drag on the paper rapidly changes. This is disconcerting to children, demanding a sophisticated adjustment of pressure and speed. It may require additional brain activity which distracts the child from the real task at hand. Additional variables such as desk surface and stack thickness can exacerbate their inconsistencies of pencil points on paper. A good quality pen has no such changeable nature. The tip is consistent; the ink flow is steady. Pens give a consistent writing experience.

To conclude, erasing is a phenomenal waste of time, since there shouldn’t be any such a thing as a first and only draft of any composition. Students must be free to think about what words to choose and how to best put them into sentences, not the shape of the letters or the look of the page. By using pens for composition, children will not only escape the temptation to erase, they will be liberated from the compelling need to sharpen. Relegate pencils—whether traditional or mechanical—to the worlds of art and arithmetic where they belong, but don’t let them invade the hallowed halls of English composition. Although we may have been indoctrinated with the “first-draft-in-pencil” fallacy, it is time to see the truth and let our students convert to the better way—pen!

Complete article available at www.excellenceinwriting.com.