Avaya Handset Reset

LYSD uses VOIP telephone systems in all of it's schools. Basically, this means we supply each school with a handful of analog phone lines and split them digitally into enough lines for every room in the building. If you have any trouble at all with these units, please inform your tech department.

To begin with the most common problem, this post will address how to reset the unit to factory defaults.

At any point you can follow these keystrokes:
Mute > 2 > 5 > 3 > 2 > 7 > #
Clear all values > # (yes)
Are you sure > # (yes)
Phone begins reconfiguration.

If you cannot reach a normal configuration, you can always "press * to program."
# (next) > repeat until you see no new values.

The phone has been reset which will perform the same way as though a user has logged off of their own extension.

The phone will say enter extension and press the # key. At this point, simply log into the phone with the extension you wish to use. The last step is to press "login" on the LED display.

If you need further assistance, see the following video:
Avaya Reset
Avaya Documents

Edmodo for LYSD

Well it's been a while since my last post and I do apologize for the delay. This year my job as director of technology has been a wild ride to say the least. Much better than last year where one third of my sites like connectivity for months at a time, this year I have only had to deal with a complete failure of the active directory Windows server infrastructure. Rebuilding the entire model and topology of the network from scratch, we have finally caught up and are able to do things more educational in nature. 

This year as in the past I will be hosting a weekly meeting to assist teachers with technology related issues. Far from being just for certified staff, though, these meetings will attempt to bridge the gaps of understanding and lead to innovation among all staff members. With an educational technology coordinator now on board for LYSD, I feel comfortable saying this year will be the best in terms of support and professional development. I have always done a blog video series and weekly VTC training called Mr.B's Tech Corner, but this year I will rebrand and make the concept more generic. To do so I have chosen the platform of Edmodo.

If you have not heard of Ed Moto I strongly recommend you look into it. In a nutshell it as a learning management system designed to be an educational version of Facebook. I love the concept and I have enjoyed use of the platform for several years now. If you'd like to play along with this blog please make an account now at https://www.edmodo.com/.

First things first start to create an account by clicking on teachers and then entering an email address and password you would like to use and then sign up for free.

If you would like to use the district office here in Mountain Village as a school please do so. Otherwise type in the name of your school.

Fill in the appropriate information and click next step.

You can make your profile as detailed or a simple as you would like.

Once you're in you can start doing things like adding groups. If you would like to join the tech corner group click on the + next to the word groups, under your name, from the homepage.

Click join and enter wukmze.

Now that you are in, poke around a bit! I've loaded tons of content for you already. All of it is LYSD specific, and all of it meant for you! 

Back to the Basics

Why? Why do I do what I do? Why am I in education? I love the moments in life when these questions are answered and when I am challenged to reorder priorities in life. If we don't ask ourselves "Why?" often, we risk getting caught in the How's or even worse, the What's! 

Confused? See the Golden Triangle concept and my blog post on the subject. 

Okay, now that we are all on the same page, let's talk "Why." This week was nothing short of amazing. Arranged by the district's CTE Director, LYSD hosted a weeklong career camp for high school students from around the region. Applicable in every way, students who attend the week chose from a law enforcement/public safety course, carpentry, welding, and my computer course. Students who joined me for the week learned about computer components, trends and innovation, and career choices in technology. 

As a surprise, the Tech Dept reimaged several iMacs for the students to use while at the camp and then take home with them as a first step down the path of a technology career. Making a choice to learn about software applications and futures in the industry is a great start, but without the right tools, these young people may not make very far. 

Taking the reigns of a classroom again felt amazing! This week was full of smiles, a-ha moments, and genuine achievements. Students learned about computer components, network components, and hardware repairs through habds on practice and a tour of the school. They also met with various colleagues at the District Office and discussed job opportunities in their villages and the school district as a whole. 

By working as a team, this amazing group of young people found successes in a wide variety of challenging situations. Problem-solving skills, decision-making activities, and goal setting projects throughout the week have prepared this bunch for a promising future. Whether or not they choose to persue a field directly related to technology, I am confident they will succeed. 

Interviews with industry leaders and professionals in the field were planned daily. The students listened intently and asked some great questions. We spoke to engineers, managers, owners, designers, artists, and technicians from a range of backgrounds. Communicating via Skype, our guests were from the East Coast to Alaska sharing a wealth of knowledge pertaining to life choices and their own experiences. 

One thing is for certain: the future is bright and these young people have what it takes. Should they choose to expand their minds and accept the challenge, they will have plenty of help along the way. Thank you to those who made this camp possible and for giving me the chance to lead young people toward positive adult lives. My gratitude is simply not enough for the guests that joined us, and I hope some day they will see the fruits of their labor in the future success of the young minds they helped to shape. Have a great summer, this is the official end of the 2013-2014 school year.  

Educational Technology in Alaska

Below is a note to Dr. Robert Whicker, a friend and mentor of sorts. He is a role model for many educators, administrators, and technologist from Alaska to Hawaii, myself included. Bob asked me to share a vision for educational technology in Alaska and here are some brief thoughts:

I never hesitate to discuss technology in education with those from whom I have learned so much over the years. Inevitably, these types of conversations lead to me gaining more than I share, so please offer all of the feedback you can. Before beginning, I must also say your leadership in our state is nothing short of foundational for my career and, I am certain, hundreds of other Alaskan educators.

To begin with, it is important to identify outcomes and goals we educators wish to produce. As with any standard, these benchmarks must be measurable, relevant, and attainable. My goals are fairly concise: I want to change the way teachers teach and the way students learn. It’s not difficult to deduce from the last 30 years of Alaskan (and American) test scores that something has gone wrong in education. Students are dropping out far too often (especially in minority and alarmingly so in Native populations), schools struggle with funding, teachers are frustrated, and students are disconnected. I would like to see students engaged and learning in more natural settings.

The differences between “education” and “school” are broadening with every moment. Asynchronous learning, blended learning, and place-based education models are sound in any setting, but particularly of import to Alaska. The geographical separation of schools in our state combined with the unique struggles of rural districts (on and off the road system) make providing quality local education daunting, at best. Challenges are noted, but I believe they can be met with technology.

In my experience, nothing bridges the gaps (physical or academic) like technology. Starting with broadband access (like the proposed 10meg minimums the governor proposes), schools in Alaska should all have enough access to support the browsing, file transfers, and video traffic needed in 21^st Century education models. Video teleconferencing, for example, comes in all shapes and sizes. Desktop clients or appliances, these tools allow for qualified teachers to connect with students regardless of where either lives. Opportunities for enrichment like digital field trips can introduce mainstream concepts familiar to the outside world but as foreign to Bush learners as ancient Egypt!

To leverage desktop clients and supplement existing resources, I recommend the 1:1 model of education. Students with devices will grow into the digital learners the future needs. We must stop thinking in silos of content areas and create holistic ecosystems of personalized learning plans with plenty of student-directed experiential learning happening. My thoughts on 1:1 are such that first through fifth graders should experience the iPad. The iOS platform offers the management, app suites, and historic experiences of thousands of educators to provide a multimedia rich experience for young touch-ready learners. Projects in Hawaii and Maine, among many others, have proven not only the efficacy of this endeavors, but the real-world application possibilities. In the higher grades I have personally seen the benefit of personal computers (portable computers/laptops).

This model of education enables students not only to have a more authentic voice in the way they share their knowledge (multimedia; audio; video; project-based assessments), but also opens a wealth of new delivery options. Differentiated instruction, in today’s terms, is completely intertwined with technology.  Too often the focus is to assure minute standards such as dates, definitions, etc. to dominate our lessons. I believe theorems, empathy, and problem solving skills are more valuable than dates in history and that the ability to locate and analyze the validity of an answer on the internet more useful than memorizing definitions from the glossary. Learning agility, or the ability to learn, unlearn, and relearn tasks and solutions to complex problems, is the key to being a successful adult and productive member of the globalized world. It should also be noted that the core academic areas are not the end-all-be-all for student achievement. Digital citizenship, digital literacy, and social media awareness are all components of our adult lives.

To focus the lens through which I envision technology in education, I would summarize a successful Alaska as such: K-5 iPad 1:1; 6-12+ laptop 1:1; 10-20meg liberally filtered access per school site with flexible schedules for a variety of learning environments (after school, etc.); and teachers supporting each other by teaching inside and out of their physical classroom (from central locations, home, and inter-district cooperation). All this, combined with the PD to enable educators and the sustainable funding from NGOs and government agencies, will yield young adults capable of meeting the demands of the modern world.

Cellular Texting From Your Computer

As the Tech Director of Lower Yukon, I often find myself taking calls on my personal cell while also listening to another phone call on my work cell. Heck, sometimes I have a conference call on my landline or WebEx running on my computer the whole time! What I don't have time for is texting with the cheapest, least effective, Samsung phone I could find on Amazon...

What I need is a way to charge my phones in my desk drawer and be able to text from my computer. Often times my staff and colleagues prefer to text instead of call or email. I don't blame them. It's not uncommon you find yourself without email, network connectivity, or even a computer. This post will be a quick overview of what the simplest options are out there for cell phone texting to and from a computer. 

The first way is pretty straightforward. You can email a cell phone as MMS. For a complete list of carriers click here. You will notice as an Alaskan reader than GCI is not included. I did a little research and found the Global Communications Incorporated email suffix: @mobile.gci.net. Basically, this means you open up a browser and start an email from your host of choice (Yahoo, Google, Hotmail) and in the "To" field simply type the recipient's number. You will then add @mobile.gci.net to the end of the 10-digit cell number. EX: 19075912411@mobile.gci.net 

The reason this is so great for me is that I can send an easily typed (spell checked) message directly to cell phones. In emergency situations, network outages, or times without email access, my recipients can get critical updates on their cell phones. I can send a message simply and easily to numerous recipients and even receive responses from users without email! 

If its simpler integration you seek, try MySMS. 

MySMS has several options and components. First, it requires a smartphone to start the sync. Users will download the app (android/iOS): 

Once you have the mobile app, you will need to sync to your computer by creating a free account with MySMS. You can use a browser if you like or download the app (PlayStore/AppleAppStore): 

After syncing, you will send and receive text messages from devices and computers seamlessly! 

Okay, now you are really thinking it over... Maybe you are saying to yourself: "why not just Skype?", "why not just text?", "what's the difference; doesn't iMessage do this already?", or "just call them!"

Here's my answer. Communication is everything. My job is to accept communication in all forms and meet the needs of my constituency. My job is also to facilitate the most effective and efficient means of communication. This equates to my desktop including the following open windows throughout my workday: Skype, AppleMail, FirstClass, mySMS, iMessage, and three browsers (with three different emails, contacts, and calendars)! 

The end result is my ability to send spell-checked messages using a keyboard to multiple recipients regardless of device, platform, or network... Fun, huh!? 

Socializing or Social Media

I recently had the pleasure of meeting with committee members in my district to discuss technology related policy. In this meeting we made strides toward refining the policy our Board sets forth to guide students, staff, and district administration. The policies on the books currently explicitly prohibit social media:

"Student use of district computers to access social networking sites is prohibited. To the extent 

possible, the Superintendent or designee shall block access to such sites on district computers 

with Internet access"

I have my qualms about other parts of the policy, but this particular section is one I feel is met with the greatest confusion. Even proponents of digital citizenship education in the curriculum are not convinced that social media is a legitimate focus for teachers, curriculum, and district policy.

Top 10 reasons we shouldn't teach social media in the classroom:

1. It's really just socializing (in digital form). 
• Yes, yes it is. But this isn't a negative, but a positive. Some learners are not going to raise their hands, give oral reports, or read aloud. Allowing them to engage in another venue increases the performance and potential for the whole class. 
2. We have failing schools and high drop out rates, focus on the standards!
• This reason is precisely why we need social media in the classroom. Disengaged students with no creative outlets are more likely to become disinterested and apathetic toward school. Creating a diverse learning environment is imposible if we never turn our attention to what is outside of the four classroom walls. Social media is just the beginning of course, social learning, blended learning, and asynchronous learning are the future of "school."
3. Major media is biased and false information proliferates the web. 
• This is a valid argument and one all educators should worry about. Social media, digital resources, and web research should never take the place of primary source documentation. As a former government teacher who used CNN and cable television in the classroom, I am acutely aware of the weaknesses of major media for education. Political spin, falsification of information, and fear mongering are not appropriate for the classroom. These are not reasons to avoid the topic, however, only to embrace it! Teaching students to evaluate multiple sources 
4. Social media, not Educational media!
• This statement is more a misunderstanding of the purpose based on semantics and a shallow understanding of the topic. Educational media should inundate our classrooms, that is for certain, but this has little to do with Social Media. In fact much of social media's proposed use in the classroom will include educational media (YouTube, Blogs, etc). 
5. With bullying and cyberbullying center-stage in the country, it's just too dangerous.
• Stories pervade the national headlines about suicide, depression, and real-world violence based on online activities. Bullying is basically the unwelcome controlling of others (click for official definition). Cyberbullying, which is now front and center on the collective mind of America, is bullying that uses electronics or the internet. Cell phones, browsers, apps, or any interface can be used to bully others and social media is just one avenue for such. Burying your head in the sand will not make the problem go away though. The best way to combat bullying and cyberbullying is to empower and enable students to speak out and report instances of such (through, I don't know, social media, maybe).  
6. "This is just a fad, like MySpace or something."
• I don't have much of a response to this statement, but if you are still jamming on your cassette player and making calls on a rotary phone, yes, this internet thing is just a fad. Seriously, though, the connectedness to our devices is now inextricable. Normal human interactions now include texting, emailing, sharing, tagging, and photo/video documentation. Our vernacular includes "Google it" and phones tell us time more than watches... this is not a fad, it's a revolution. 
7. Maybe we need to get back to the basics: Reading, Writing, and Arithmetic. 
• Who says reading has to be on print media? Why not ebooks, websites, or other digital formats? Is blogging not writing? I say the integration of technology is the key to effective instruction of the basics. Is social media the "end-all-be-all" for each of these three area? Most certainly not. It could be integral, though.  
8. This is one more thing teachers and administration will be tasked with and evaluated on...
• Another extremely valid argument. Surveys show many teachers fear that parents will be constantly checking up on them or blur the lines between their personal and professional lives. This is a valid concern and privacy will need to be protected regardless of the circumstances. I cannot imagine what a Superintendent's concerns in this arena could be. I imagine the blow-back from misrepresented comments, the power of sharing unpopular opinions, or the newly invented expectation for monthly, weekly, (gasp) daily updates... All this is not a reason not to try it though. If there is a clamor from stakeholders for more information or more communication in a different format, why not listen? This is the way we communicate now. Tweets, blogs, and multimedia are the new letters home, phone calls to parents, and PSAs. 
9. Don't kids naturally understand it anyway?! Why teach it?!
• I admit, I have been taught a thing or two over the years by someone half my age. Functional understanding does not equal awareness, though. As an educator I know the power of less-than-professional Facebook pictures, something a 12 year old may not fully grasp. I also understand the predatory nature of criminals online, the permanence of every text, email, and Snapchat.  Though used extensively by youngsters, the cognizance of social media's power and longevity escapes them. This simply must be taught. 
10. There simply are not resources to support these endeavors. 
• I would be willing to bet the costs of not educating our youth will greatly outweigh the potential costs of adding social media education to existing curricula. Other than societal cost (monetarily speaking), what value can you put on a lost opportunity due to pictures or activities from 10-20 years ago for your student in the future? What is the value of a little girl's ill-planned pic to a now-ex-boyfriend once it is posted to the web? 

I leave you with some parting thoughts: 

The question is not "Should I have an online presence?" but "What is my online presence and who will control it?" If you don't have a Facebook, will someone else create one for you (story)? 

What are your thoughts? 

Publishing and Mobility: Literacy and Creativity

I did a webinar about a year ago and I thought I would refresh my memory about it as I prepare for this spring's webinar from ASDN. My presentation then was mainly about a specific app for iOS and an application on OS which allows a user to share their content remotely. This year I am mainly discussing the relationship of the new Alaska State English and Language Arts Standards and mobile publishing. Not one to limit my thinking to a single set of standards I also head those of the International Society for Technology in Education (ISTE Standards) and best practices of industry leaders and researchers (shared below).

So what do the standards say?
It's not so much what the standards say that excite as much as how they say it. Students Will...

• demonstrate independence.
• build strong content knowledge.
• respond to the varying demands of audience, task, purpose, and discipline.
• comprehend as well as critique.
• value evidence.
• use technology and digital media strategically and capably.
• come to understand other perspectives and cultures

From the EED website, the State prescribes to the following school of thought: 

Students appreciate that the twenty‐first‐century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

Integrating Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

iBooks are perfect for:

• Children's adventure stories, folktales, legends, fables, fantasy, realistic, fiction, and myth
• History biographies and autobiographies
• Literary nonfiction and historical, scientific, and technical texts
• Including the sub genres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies and memoirs, journalism, and historical, scientific, technical, or economic accounts

Why iBooks, though?
 Our students are unique individuals with a voice worth hearing and ideas worth sharing. They are curious and imaginative and deserve the opportunity to create. The expression of their self image, their diversity, and their singularity are absolutely vital to modern society. In addition the use of multimedia in the classroom has been long touted as a panacea to student apathy. Using movies and audio engages learners. The infusion of technology sparks interests and enables greater achievements, therefore, empowering students with with tech skills makes them more potent in their creative expressions.

The format of an iBook is in itself unique and special. The file type of iBooks allow the embedding of text, audio, video, three dimensional animation, interactives, hyperlinks, maps, and more! The accessibility options of an iOS device allow for font size adjustment, background color adjustment, and text to speech in the native operating system.

Publishing an iBook to share is a simple and easy task. Posting the iBook file type is just like posting a word document. You can place it on websites, in dropbox, on Google drive, on personal websites, or even iTunes if you're feeling industrious. Teacher should be aware of what can and can't be posted online though. The federal government via the Children's Internet Protection Act regulate what can and should be posted online, among other things.

Addressing the Standards

Demonstrate Independence

Students taking ownership of their creation will produce better materials and be more heavily engaged. Stake holder buy in is everything! Get parents involved too. Motivation from home can be a game-changer, to say the least. Think about the big picture. For the majority of my career I have been in Western Alaska where Native culture can fade, in some instances, from everyday life and may even be lost to an entire generation. Think what a determined class of highly skill and highly motivated students could do... Cataloging and digitizing of language, stories, and the wisdom of the elders is something rarely done in my experience. Think of the lasting impact on the history of a people if this were done in iBook format! 

• The Art of Critical Making
• Somerson, Hermano, Maeda

Build Strong Content Knowledge

Place-based models for education are well proven to impact student retention. Student authored works are a sure fire way to engage and celebrate student activity. In marketing terms the "stickiness factor" is when something is interesting enough for a learner to remember. Capitalizing on this concept, iBooks engage the multiple intelligences and all of the students' senses. 

• A Whole New Mind: Why Right-Brainers Will Rule The Future
• To Sell is Human: The Surprising Truth About What Motivates Us
• Pink

Respond to Varying Demands

Bringing personal lives and the school world together bridges the gaps of formal education present since the beginnings of compulsory education. The validity of school vs. education hinges on the ability to absorb, synthesize, and apply what they learn. I have written and thought quite a bit on the subject personally and I can tell you that Bush districts are struggling with this disparity, to say the least. In terms of the typical 21st Century Learner, our job as educators is now to encourage learning agility. 

• Last Child in the Woods: Saving Our Children From Nature-DeficitDisorder
• Louv         

Comprehend & Critique

Design-based; Poject-based; Problem-based. Not easy to say, and certainly not easy to implement at the classroom level. In truth it is nearly impossible to implement at the district level. In a nutshell I think it looks like this: complex topics solved creatively and the demonstration of understanding of the solution though multimedia or unique presentation. 

Think of the backward design model and pinpointing the learning outcomes you wish to measure. Now offer real world problems with details and characters familiar to the learner. Allow them to address the problem creatively and solve it in groups or individually through critical thinking facilitated by the teacher. To measure the understanding, evaluate via performance-based projects rich in personal expression, multimedia, or art.

• The Highly Engaged Classroom (The Classroom Strategies Series)
• Marzano, Pickering, Heflebower

Value Evidence

Student must be capable of finding and using information. Regurgitation, ceaseless testing, and data recall are no longer accepted. “Knowing” is now defined as a deeper understanding of themes and concepts. I can't tell you how much it bothers me to read text without footnotes and appendixes. Our culture has become so far removed from primary sources that I fear we will one day be ruled by cable news networks and our libraries will be run by Wikipedia... 

• Engaging Readers & Writers with Inquiry (Theory and Practice)
• Wilhelm

Use Technology Capably

Technology for technology sake is NEVER the answer. Just because children want to use mobile devices all of the time, doesn’t make it educationally relevant. Sometimes a pencil and paper is the best way to teach. Sometimes turning off, unplugging, and going outside is the best way to learn. When we do use technology, we should consider carefully how and why we do so. Consider the research of Dr. Ruben Puentedura and his continuum of adoption. I liken this to Bloom's-Technology-Taxonomy... are we striving to redefine? 

SAMR Model

Puentedura

http://www.hippasus.com/rrpweblog/

Substitution – Write in Word instead of notebook

Augmentation – Add images to tell the story

Modification – Add video to broaden artistic scope of the project to include multimedia

Redefinition – Use interactive HTML applications, voice, video, sound, links, and iOS accessibility options to create an iBook published to the Web!

Understand Other Perspectives & Cultures

Give students a chance to share and you may be surprised!

https://www.eed.state.ak.us/standards/pdf/cultural_standards.pdf

• Indigenous Knowledge Systems and Alaska Native Ways of Knowing
• Barnhardt, Kawagley

What are your thoughts on the subject?