Technology Rollout

Click here for the Full GSheet. It is view only; you will need to make a copy if you wish to input any data in the evaluation column

I designed this tech roll-out rubric to encompass all the elements of a major tech roll-out such as a new VLE integration or a large integration such as that of Google Apps for Education. I have no doubt that finer divisions of the rubric scores could be achieved; I would expect that an evaluator would assess a firm categorisation and add appropriate comments to elucidate why they have chosen this category and any actual differences that are apparent in the integration. Comments that identify what has been done well and what needs to be improved would be expected.

While some rubrics expect an evaluator to indicate which assessment level they are selecting by ticking a box, these rubrics tend to have a separate sheet with descriptors for levels that require the evaluator to flick back and forward to. I have designed this rubric to incorporate both on one sheet using Google Sheet's new conditional formatting to highlight evaluation descriptions based on a drop-down selection of the evaluation for that element.

The Graph tab gives a visual representation of the evaluation; this is built as the evaluation column is completed.

Professional Development

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Networks; ethernet and wifi

Digital Inequality

Over the last week I have been on a school trip to Phuket, Thailand. Every time I go to Thailand it amazes me how rice farmers can pull out a smart phone and happily text away, or how it is possible to pay for your Air Asia flights, along with all your other bills, in 7 Eleven. The Thai technology infrastructure is pretty good despite their 91st placing by the ITU last year!

Initially I was intending to do my piece as a comparison of the strategies Thailand and Malaysia have put in place to bridge their digital divides with regards to broadband access and to bring themselves inline with the international agreements for 2015. However, a discussion with a colleague on the trip, when they said they needed to figure out Google Docs, was what triggered me to think about the issues with our staff as a whole. Since all of our students have their own devices and can bring them to school if they wish, their techie skills are high. They are autonomous. What they don't do so well is use the technologies available to them to enhance their learning, and this is due to the teachers not exposing them to the plethora of awesome apps and websites available to them. 

Just like what Anthony has done for us with the use of these different web apps, the exposure to the technology needs to be greater. Of course, teachers will complain about not having enough time therefore whatever strategies are put in place, they need to target as many individuals as possible so as the 'don't have time' excuse becomes superfluous.

I mention Digital Literacy in my second to last slide. This is an issue I wish to look into further and hopefully provide some guidance for the improvement of at my school with the help of our librarian.

Mart's Digital Divide/Inequality Voicethread

AECT Standards 2012: Learning Environments

AECT Standard 3 - Learning Environments: 
Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)

Indicators:
• Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
• Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)
• Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6)
• Managing - Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)
• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3)
• Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

NOTE: Parenthetical page references are to Educational Technology: A Definition with Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)