Over the last few years, I have been promoting cloud computing to improve accessibility by giving users anytime/anywhere access to their stuff. This “stuff” has expanded to include not only simple files, but also applications. As an IT services director in K-12 schools for many years, it became increasingly obvious that the best solution for delivering services was by using web accessible applications (web apps) and that became the preferred choice at my districts.
But as mobile computing becomes the norm, it is important to raise that standard to ensure that these web apps include mobile applications and not just simply web apps. More and more students and staff will have mobile devices in the coming years, and they will expect to be able to access district services. I was thrilled when a principal at one of my schools informed me that her son was accessing one of the district’s standard reading applications from his iPhone while they were driving home. This is the type of ubiquitous access our students and teachers are coming to expect.
Recently, I was trying to pay my bills online but my bank’s website for bill pay was down. A message on the site said, “You may access the site and pay bills by using a smartphone and the mobile app.” Strangely, it worked! The lesson here is that whether we’re dealing with an instructional application or a business application, it needs to be accessible anytime/anywhere from any (mobile) device.
In the past, it was difficult to store and share large files using cloud-based apps, but that is no longer the case.Today, users can collaborate online using many different file types and platforms. For example, a colleague recently created a training video that she uploaded to our Google Docs site. I accessed it, converted it, and uploaded it to our YouTube channel and then posted the shortened URL to our internal intranet. The file was originally 335 mb. Prior to having services such as Google Drive, Drop Box, or Sky Drive, sharing and transferring that file would have posed a significant challenge. It simply would have been too large to email.
Protection from lost data on local machines and freeing users from being tied to specific computers are two more reasons for embracing cloud computing. Users need to save files to a location separate from their computer hard drive to safeguard data. And the ability to access files from any web device is liberating. It also gives the IT department an opportunity to offload some data storage needs by using resources in the cloud.
Tips for Successful Tech Integration (Hint: It’s all about PD!)
When reviewing new technology tools, keep in mind that they are just that--tools. Therefore, focus your attention and energy on the outcome. Ideally, new tools are selected because they serve a critical purpose in accomplishing excellent learning and teaching. If the new tool gets in the way of that overarching purpose, then the implementation will fail.
Here are seven things to consider about rolling out new tools:
Gain stakeholder buy-in: Get your staff onboard before purchasing a tool. This will help build the momentum required for successful implementation.
Don’t forget about IT buy-in: Engage your technology leaders in the conversation regarding any new technology before any decision is made to buy. Make sure the IT team understands how the new technology works and why it is being used.
Demand built-in PD: Ongoing, job-embedded PD is one of the best ways to guarantee success. Whether you’re considering a software application or a piece of hardware, it is imperative that the project management team arrange to train all staff involved, from the end users to the IT services team. Most vendors are more than willing to include training in the proposal because they have a stake in the success of the venture.
Train before roll-out: Make sure the new product or tool is installed on users’ computers before training so they can use it immediately. That way they will be more likely to internalize what they have learned and begin to integrate it into their regular practice.
Build a cadre of experts: A great way to provide technical support to your users is to train one subject matter expert (SME) per school building. But don’t select your most tech-savvy user for this position. Someone who has the ability to learn and is not afraid to try new things can often be the best advocate for a new program.
Consider the pitfalls early: Many great technology tools have problems that SMEs often overlook due to their lack of expertise with networking and technology infrastructure, setup, and maintenance. Many great plans have failed because of this oversight. In the early strategic planning conversations, consider pitfalls and whether another option with equal educational outcomes would be better.
Train, train, train. Repeat: Plan to train and repeat training. Make it available in the beginning, throughout the early stages of implementation, and as long as you plan to use the tool, device or software. New staff will need training, other staff will need refresher training, and technology staff will need to upgrade their skills periodically.
For many years I’ve felt that video games are an effective teaching tool. Until recently, however, I didn’t have a personal experience with learning through gaming. It all started a few months ago when I decided to buy a new car. My 15 year-old car had 230,000 miles on it, so it was really a no-brainer: With my 80-mile per day commute, I was bleeding $400 per month on gas. Since I was getting 20 MPG, I calculated that if I could get at least 40 MPG with a new car, then I would be $100 ahead a month, assuming a payment of $150, plus gas and insurance. I tried hard to justify buying a purely electric vehicle, but realized that until driving range and recharge times improve, they aren't practical for most people. So I went with the next best thing: a Prius.
I bought a used 2008 Prius with a video touch screen that shows real-time information on fuel consumption, actual MPG, battery life, and energy and charging flow, as well as the usual climate and audio controls. It also displays a fuel-usage-over-time bar graph, which offers a handy way to review the data after my excursions.
I made a game of keeping the MPG numeric readout as high as possible, and it completely changed my driving habits. I started driving slower, and began stopping and starting more gently. I Googled “how do i improve mpg in my Prius?” and got 430,000 hits. I read articles about “hypermiling,” the practice of taking extreme measures to squeeze out every last drop of fuel efficiency.
No longer did I complain when a large 18-wheeler was in front of me. Following safely 100 feet behind improved my MPG significantly by taking advantage of the draft created by the semi truck. I studied the geography of my commute and learned where to coast and where to apply gentle acceleration to maximize MPG.
I discovered that I was intuitively applying a few basic concepts for hypermiling: I would pulse and glide, avoid breaking, and manage battery use when running purely electric by using momentum and kinetic energy to extend the charge.
Now I am totally addicted to the game of trying to beat my last tank’s average MPG. I am experimenting with different driving techniques to see what works best. I learned about how weather conditions, tire pressure, gasoline type (yes, nonethanol super gave me nearly a 10% improvement), and cargo weight affect fuel efficiency. Turning off the defroster saved a few MPG. I am sure there is more to learn as I seek to break the 55 MPG barrier.
Sure this exercise saved me money. But as an educator, I got something far more valuable: I discovered the power of gaming to learn information and develop good habits.
