Mrs. Fox's Website

Final Project

2007-12-06T17:36:35Z

Overview
I have worked with Access and designed websites for quite a few years now, but have never taken the time to figure out how to use databases with websites. I know that using relational databases with websites works effectively when you want to retrieve, store, or run queries on data. I would think that its effectiveness lies in the fact that stored data and returned data is organized in a linear fashion as demonstrated by this flowchart. My principal approached me a few weeks ago about creating a page within our high school website where parents could "sign up" for spring parent/teacher conferences. I told him that would be a great idea since relying on the students to sign up their parents is usually ineffective. My plan has been to learn how to run a database within a web page form so that all of the data entered can be stored, queried, and updated.

]]> Rationale
Creating a webpage that parents could access and sign themselves up for conference would probably increase the number of parents who attend parent/teacher conferences. The system we have now relies solely on the student to sign their parents up to attend. So, we usually see the "good" students and rarely see the "bad" ones. By having online access to sign up, parents could establish the schedule for themselves without their child or children signing them up during conflicting times. Teachers would be more at ease because they could be prepared for each conference weeks in advanced. Currently, some parents just show up and teachers have to scramble to pull up grades, syllabi, etc. I think this concept would open up the communication lines between teachers and parents, plus allow the administration to have access to how many parents are interested in attending these conferences and which teachers/subjects have a full schedule and which teachers/subjects do not have many parents sign up.
Challenges
This project has been the most challeging project I have ever tackled. It seems that I have spent hours upon hours creating and proofreading code trying to make this grand idea work, but am constantly met with road blocks. I was very excited that a former student of mine had volunteered to show me how mySQL works, so that I could implement it into this project. We spent some time going over database files he had created using mySQL with DreamWeaver and I felt that I could use what he had and "tweak" it into what needed to work for me. I played around with it and read through a nice tutorial site called www.w3schools.com to help me along. After uploading files to our school's web server and testing my form with no success, I found out from our technology coordinator that our current web server does not accept mySQL files. After this disappointment I tried using the FrontPage relational database template. Again, after setting up all of the pages and the database and uploading to our web server nothing worked. I found out that our web server does not like .asp files either. So, after chatting with Dr. Stuve and finding out that my iweb account through Ball State would accept .asp file types I uploaded my pages to it. I spent days just proofing and editting code on my FrontPage pages trying to get everything working, but again no luck. At this point I'm out of ideas. So, I pulled off files from our school's web server that creates a form for teachers to submit work orders to our technology department. I knew these files would work on our web server since that is a form that gets used dozens of times a day. There were twenty four different .html and .cgi files that I had to go through and edit the code to make it do what I wanted it to do. I got the form working and submitting, but I could never get it send a confirmation page to an e-mail address or get the data to store in the database file. My technology coordinator then tells me that the script in that is very difficult to manipulate and work with. I had already came to that conclusion. So, he established space on the server to host my form will allow me to collect the data and send it to me via e-mail without the data being stored in a database.
Design/Technologies Used
This is the point in which I accept defeat and try to work with what I can do off of our web server. I have given up the dream of having a form and database work together to make my wonderful concept work at this point. My hope is that when the high school gets a new web server in January to host Moodle, it will also accept mySQL files so I can create this monster form then. That brings me to my current project. I have created a form that allows parents to sign up for a specific teacher and time for a conference. The results get sent to my e-mail address, I will forward the e-mail to the appropriate teacher, and then parent gets a confirmation page for them to print off that shows the teacher and time of conference. From that I have created an Excel spreadsheet for every department with the corresponding teacher's names and time slots from 1:00 PM to 8:00PM. I have converted each spreadsheet into a .pdf file (click here for an example) so that the parent's can see on the first page of the form the time slots each teacher has available. The issue at this point is how is the spreadsheet going to get updated, then converted to a .pdf file, uploaded to the website on at least a daily basis, and then teacher's having access to their schedule? This is where my students come into play. I have assigned to me nine students throughout the day who help me serve our faculty by providing technology support. They will have to check the stack of conference confirmations every period and update the spreadsheets, convert them to .pdfs, then upload them to the web site for teachers, administrators, students, and parents to view. By giving this task to my students it will help them manage time, meet deadlines, increase proofreading skills, and improve their "webmaster" skills. This will be part of their weekly assessment grade this is based on this checklist.
NETS Standards for Teachers
Throughout this project these are the NET standards that I have personally meet:

Teachers use technology to enhance their productivity and professional practice.

Apply technology to increase productivity.

Uuse technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.
NETS Standards for Students
The following standards are what the students will develop through their portion of the project:

Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information, and software.

Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

Students are proficient in the use of technology.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Project Performance
At this point in the project everything is working in theory. It will be interesting to see if this particular method of data collecting, storing, and retriving will work without being cumbersome. Turn around time for students to update already scheduled conference times will have to be quick. I really see this project as the first step. My hopes is that once the high school gets our own web server it will be able to accept my SQL file types and I can create a form and database that does all of the work for us. I have also seen online that schools can purchase software for online parent/teacher conference sign up forms. That may be an option my principal takes a look at as well.
I did find an article regarding a success story in implementing online registration for parent/teacher conferences here. I only wish the article had a link to their actual site where parents sign up. I would like to see what schools currently have working for them on this topic. It would be interesting to know if their webmasters create forms and databases or they take the software route.

Final Project Progress Review

2007-11-28T17:33:35Z

My project focuses on creating a form on our high school website that would allow parents to sign up online for spring 2008 conferences. Teachers would need to receive the time slots that parents signed up for and a teacher specific schedules would have to be available on the website so that parents would know what time periods were already taken. To acheive this I have to create a relational database.

]]> Creating a webpage that parents could access and sign themselves up for conference would probably increase the number of parents who attend parent/teacher conferences. I believe creating this online form would open up the communication lines between teachers and parents, plus allow the administration to have access to how many parents are interested in attending these conferences and which teachers/subjects have a full schedule and which teachers/subjects do not have many parents sign up.

I have had many barriers in this project. The server that maintains our high school website does not support SQL files or .asp files. We will have new servers in the spring, so at least then we can use what I have been working on. So, when I create the forms and databases I have no way of testing them to see if they actual work. I have had to teach myself everything I have learned thus far. I have never tried to incorporate a database into a website. I have played around with this in DreamWeaver and FrontPage. I think I have the form set up correctly and the tables in Access as they should be. If not, I 'm going to be really stressing it next week. Thank goodness I have many years experience with Access and HTML. I have found in both web design software packages I have had to tweek a lot of things.

There are a lot of tutorials and articles on the Internet that I have read and worked through, which has been helpful. A former student of mine, who is currently at Rose-Hulman came by during his Thanksgiving break and gave me a few pointers on how to get everything started. I meet with Dr. Stuve on Saturday, and I am hoping to tie everything I've done thus far together.

I have captured a few screen shots of what I have done in DreamWeaver. This is the form and these are the individual teacher tables I set up in Access. I have completed the relational database wizard in FrontPage, but I'm not a FrontPage fan. I have the form created, but I think the FrontPage method is difficult to follow.

Mini Tech Review-#4

2007-11-02T12:13:27Z

A team from the University of Wisconsin has established a Local Games site that focuses on integrating augmented reality games into classroom curriculums. Augmented reality (AR) games focus on making learning hands-on and integrates virtual reality settings within real-world elements. There are eight different types of AR games listed on the site. Some of these games were discussed in Chapter 11 of The Design and Use of Simulation Computer Games in Education in detail, some were just mentioned. I will be focusing on the Hip Hop Tycoon simulation which enables students to experience being an entrepreneur.

]]> I could easily integrate Hip Hop Tycoon into my entrepreneurship class. The class already does a real-world corporation where they sell "Golden Bear" (school mascot) themed merchandise. By adding an AR game like Hip Hop Tycoon, we could expand on the basic corporation activities that the class already is involved in. Since Hip Hop Tycoon is an augmented reality game where students role-play in teams, the students could build on their previous experiences and develop more defined roles such as specialists in business finance, sales and human resources. Games like Hip Hop Tycoon allow for trial and error via model building. Completeing simulations such as these allow students to work through situations/problems and the information resonates more so than memorizing notes or a lecture only long enough to pass a test.

The benefits for students who play this game is the ability to use technology and complete tasks that would be considered "real-world". When my entrepreneurship class participates in the real world corporation, they do not get to develop defined roles such as financial manager. I am the only one who has the authority to deposit and withdrawal from the account, so this does not give them experience in all aspects of a business. By working through the Hip Hop Tycoon simulation students could gain that skill. The only detriment to playing Hip Hop Tycoon would be the availabiltiy of hand-held devices needed to complete the simulation. If the teacher did not have access to a classroom set, then only a few students could play if any at all.

Mini Tech Review-#3

2007-10-28T17:53:11Z

Second Life is a Multi-User Virtual Environment (MUVE) created by its Residents. Since opening to the public in 2003, it has recently become one of the cutting-edge virtual classrooms for major colleges and universities. Second Life allows educators to host lectures and projects online via islands that have been purchased for educational use. Residents can explore, meet other Residents, socialize, participate in individual and group activities, create and trade items (virtual property) and services from one another.

]]> My review will focus on four criteria established in Chapter 9 of The Design and Use of Simulation Computer Games in Education

Teacher Prep
Class Size
Learner Engagement
Infrastructure

Teacher Prep
Teacher training is very important when incorporating any type of technology into a classroom. We have just completed renovations at our high school, which has incorporated hundreds of thousands of dollars into technology capabilities in the classroom. Part of my day is spent trying to guide teachers on how to use the equipment itself and help them create curriculum that uses the new technology. If the teacher does not feel comfortable with using technology, then making it into a workable curriculum will be difficult. When discussing games/simulation/MUVE, getting educators (especially secondary teachers) out of their comfort zone of lecturing would be the largest hurdle to overcome. Many teachers also have the misconception that using any type of technology tool means that they will have to spend too much time learning it themselves. There is an extremely helpful blog that discusses a wide range of topics that are specific to Second Life and its educational value/purpose. I think the best training for teachers would be to "play around" with the MUVE itself.

Class Size
I really do not think the size of a class would be an issue with using Second Life. The size or location does not have an affect on what you are trying to accomplish with this MUVE, that's the benefit of using it. If the class is too large, then it can be broken into smaller groups that have their own agenda or project to complete. Guidance systems are not available, but if you wanted to purchase an island that would allow for a smaller area of focus instead of the entire realm that can be done.

Learner Engagement
In my own personal experience as a teacher, I believe any time you can incorporate the use of technology into your curriculum you have "sparked" students interest. Teenagers, in general, are much better at communicating electronically, instead of face-to-face. I have students who will text message one another instead of walking across the room to have an actual conversation. So, to integrate Second Life or MUVEs like it into the classroom would motivate more of them to participate in class when you compare it to lack of participation in most classrooms today.

Infrastructure
The only equipment you need to use Second Life is a computer and Internet access. There is not software to purchase or licensing issues to deal with. Factors that would have an affect when trying to incorporate any type of game/simulation/MUVE is whether there are enough computers available at your school or in your classroom for students to use and whether they have a computer and the Internet at home if they are required to work on it outside of class.

Mini Tech Review-#2

2007-10-18T11:50:37Z

Our group previewed the Youda Games Simulation Website. The website can be found at here. We looked specifically at Kindergarten and Konnectors. We focused on the essential criteria on pages 109-110 from the book The Design and Use of Simulation Computer Games in Education and wanted to specifically address the questions "How can online simulation games be used at the Elementary grade level?" and "Which games would be appropriate to use in classrooms and which ones are for entertainment purposes."

]]> The Kindergarten simulation is centered around operating your own day-care center. It allows the user to make all of the daily decisions regarding the babies in their care and business activities. This simulation is interactive and allows the user to make choices and adapt to the needs of the babies, employees, building maintenance, etc. It also mimics real-world processes. I think this would be a great educational game in a middle school or high school family and consumer science class, since the focus is a day care center. Many schools have the "babies" that the students have to take care of over a weekend, then the teacher can extract the data from the "babies". This game could be on going and give a better assessment for the long term. I also think it would be appropriate to use in an entrepreneurship class as well, since the general purpose of the game is to run your own business and earn a profit. Two other games from this site that would be appropriate in an entrepreneurship class would be Coffee Tycoon and Snowy Lunch Rush. Both simulations are centered around operating your own business.

The Konnectors game builds a road linking the starting point to the end point. It sounds easy, but the user has obsticles like buildings, animals, and trees. The other key element of the game is that when you begin a new section of the road, it has options such as straight, turn right, turn left etc. When the user makes a change to the road, points are deducted. Planning out your course before you actually start building the road is key. This game I have struggled making an educational connection. It requires activity and provides an environment that contains rules, but I'm not sure what type of class or lesson you could fit this into. A stretch of imagination would take me to justifying its use to help with decision making or planning processes (especially in the engineering field).

While previewing games from the Youda site, I thought one of the major benefits for young children would be hand-eye coordination. Playing these simulations would also help elementary aged children to sit still and focus on one task. Simulation/games that are puzzles would give many students the opportunity to practice spelling or match colors, shapes, even do basic math.

Mini Tech Review-#1

2007-10-14T19:21:39Z

How can we rethink our approach to design and development, that is, how can we create games that will merge with instructional design to create learning environments that are authentic and engaging as well as make our students engage in critical thinking?

]]> The education system in general needs to understand that the criterial for which they determine what is the appropriate approach to school structure and student success needs to change. The time to restructure our educational system is now. Students no longer fit into the same mold of that of their grandparents. When one looks at all of the technological advances that we have witness in the past twenty years and how much that has shifted our economy, one would think that our educational system would have shifted as well. Unfortunately, when we look at schools from fifty years ago to now, we really would not see many core changes. Sure the envirnonment has changed and there is technology in classrooms, but is that technology really being used appropriately or at all?

In development creating learning environments the key element is to get teacher input and teacher "buy-in". Educators have to feel that none of the key elements, or more importantly the state standards, are incorporated and that students are still engaged and learning. Advertising games/simulations in education as being "fun" can be a real turn-off for teachers. There has to be a core set of guidelines that educators would feel comfortable with in the design of simulations/games. Once a simulation/game is created, before it can be implemented teachers have to be trained on how to use the simulation/game and how to incorporate it in to their curriculum. Without properly training teachers will not use the simulation/game.

Spreadsheet Mini Project

2007-09-25T14:28:52Z

Objective: This assignment will be used in Business Foundations during the unit discussing financial planning. The students in this class will not have the skills to create this spreadsheet on their own. The spreadsheets have been protected so that the students can only manipulate data in the loan payment calculator portion. I will use this model to explain the different formulas and functions used, so that students understand the concepts behind the spreadsheet. Students will use an Excel loan payment calculator to manipulate data that includes an interest rate schedule, amortization schedule, hyperlinks to financial institutions, a chart that visual depicts yearly interest payments versus amount paid on principal, and a vlookup function that determines poor, average, good interest rates. Students will use this spreadsheet to determine the financial cost of credit when purchasing items using a loan or credit card. This worksheet is set up so that students can manipulate the key factors to calculate interest in different types of consumer credit situations such as student loans, home mortgages, or credit card purchases.

]]> Assignment: Using credit to purchase goods and services may allow you to be more efficient or more productive. Valid reasons exist for using credit. A medical emergency may cause financial need. You may be offered a new job and need a car to get to work. There are many choices about what and where to borrow. Wise credit shopping involves careful analysis of the cost of credit. If you are thinking of borrowing money or obtaining a credit card, consider two factors. First, figure out how much it will cost you. Second, determine whether you can afford it. After deciding to use credit, you should shop around for the best terms. Consumer credit enables you to have and enjoy goods and services not and to pay for them with future income. Always remember that credit is not free.

This assignment will allow you to see monthly payments, total interest, and total cost on the basis of loan data entered. The interest rate schedule will update the monthly payment, total interest, and total cost for a range of interest rates based on the data entered. The amortization schedule will summarize loan information over the life of the loan. There are two different worksheets for this assignment. The short term worksheet will give you information regarding loans that have ten years or less to pay back. The long term worksheet will give you information regarding loans that have more than ten years to pay back. The charts corresponds to either short term or long term calculations.

Click here for a screen shot of the Excel spreadsheet.
Click here for a screen shot of the Excel chart.

Enter the following information into the Loan Payment Calculator/Long Term:

Item-House
Price-$198,000.00
Down Payment-$25,000.00
Rate-6.25%
Years-15

Notice how much in interest payments you will be making over the life of the loan. What happens when you increase the rate? How about decreasing the rate?

Now that you have entered the data, make the following changes:

Down Payment-$15,000.00
Rate-7.25%
Years-30

What happened to the monthly payment? How did the cost of credit change?

Enter the following information into the Loan Payment Calculator/ShortTerm:

Item-24' Boat
Price-$32,550.00
Down Payment-$5,000.00
Rate-7.75%
Years-5

Notice how much in interest payments you will be making over the life of the loan. What happens when you increase the rate? How about decreasing the rate? What are some changes you noticed from the orginal data (for a car loan) to the information on the boat loan?

Now that you have entered the data, make the following changes:

Down Payment-$10,000.00
Rate-6.55%

What happened to the monthly payment? How did the cost of credit change?

If you click on the graphic, you will be able to look at interest rates that are currently available.

The chart worksheet plots yearly interest payment versus paid on principal amounts. You will be able to visualize the effect of time increasing the amount of interest owed when using credit.

Finally, you will be able to determine if the rate of interest you are using in the loan calculator is catagorized as low (good credit), average, or high (bad credit).

Spreadsheet Phase 1

2007-09-13T17:29:38Z

Project Goals
Students will use Excel to create a loan payment calculator that includes an interest rate schedule, amortization schedule, hyperlinks to financial institutions, a chart that visual depicts yearly interest payments versus amount paid on principal, and a vlookup function that determines poor, average, good interest rates. Click here to see an Inspiration Model of my project.

]]> The objective of this spreadsheet assignment is for students to determine the financial cost of credit when purchasing a vehicle. This worksheet is set up so that students can manipulate the key factors to calculate interest in different types of consumer credit situations such as student loans, home mortgages, or credit card purchases.

Unit Plan
This assignment will be used during the unit in Business Foundations that deals with consumer credit. The unit consists of four topics which include: credit fundamentals, cost of credit, credit applications/documents, and protection of credit rights.

Students will be able to analyse the cost of credit. When borrowing money or obtaining a credit card it is important to figure out how much it will cost and whether or not you can afford it. The finanacial cost of credit should be a major consideration when planning and selecting among borrowing alternatives. This assignment will allow students to calculate monthly payments, total interest, and total cost on the basis of loan data entered. The interest rate schedule that they will create will list the monthly payment, total interest, and total cost for a range of interest rates. The amortization schedule will summarize loan information over the life of the loan.

When deciding to use credit, students should shop around for the best terms available. By creating a hyperlink within the spreadsheet, students will be able to look at interest rates that are currently available to them.

By creating a chart that plots yearly interest payment versus paid on principal amounts, students will be able to visualize the effect of time increasing the amount of interest owed when using credit.

Finally, students will be able to determine if the rate of interest they are using in their loan calculator is catagorized as low (good credit), average, or high (bad credit) by using a vlookup table function.

Technology Review-#1

2007-09-10T01:03:53Z

Rose-Hulman's Institute of Technology has developed a web site that focuses on providing digital teaching materials and professional development materials. The web site is called PRISM (Portal Resources for Indiana Science and Mathematics). PRISM is a free, assistive web site for Indiana teachers. Originally designed for middle school math, science, and computer teachers, PRISM has extended its content for teachers of all grades and subjects. Teachers can quickly find engaging, standards indexed, online learning activities in PRISM'S database. A little over a year ago they began offering free Moodle hosting, enabling teachers to create their own course/communities on PRISM.

]]> Most of the digital teaching materials are interactive web sites that include student use of simulations, gaming, PDAs, and other forms of technology. The focus of this section is on science, mathematics, and technology. This does not mean that some of the resources of this section could not be used in a different subject area. A colleague of mine teaches digital tools and is always trying to find materials to help teach the PDA section. I showed her some of the math and science sites that integrated the use of a PDA, now she can demonstrate to students how to use this tool in a variety of situations.

The professional development section of this web site is also very useful There are links to multiple online tutorials such as Excel, creating a web site, and how to write grants just to name a few. There is a section called "Tools" that has many links, but one in particular I thought would be very useful to most of the teachers in my building--A Technical Glossary! It lists the latest terms in technology such as Is your PING working? What FTP does your WAIS use? Or is WYSIWYG?. Links are also available to articles for those teachers who are growing professionally.

The addition of the Moodle service allows teachers the accessibility of using a content management system without having their own server space to do so. They have designed this so that any teacher in Indiana can set-up a free account to post their classroom community and has made it compliant with the Children's Online Privacy Protection Act of 1998. I would like to try this out for myself. Our technology coordinator is planning on setting up a server just for the high school and allowing use to use Moodle. I've already been warned that I will be training the teachers in our building how to use it. I have never used Moodle, at this point I've always used Moveable Type, so this feature would allow me to set-up a class and begin exploring.

The most recent addition to PRISM is a page of Classroom Software links. All links lead to open source and/or freeware applications. Two very cool, free links are to Celestia a space simulation software and Stellarium an open source planetarium for your computer. Celestia lets students explore a close-up of the space shuttle Discovery in orbit over Florida and the 1989 flyby of Neptune by Voyager 2 in three dimensions. Stellarium shows a realistic sky in 3D, just like what you see with the naked eye, binoculars or a telescope. Other useful downloads include a PDF file converter and Microsoft Office alternatives.

I like this web site because I do not have to spend so much time searching on the Internet to try and find interactive projects for my technology students to use. Too many times educational type web sites tend to have a lot more resources/lesson plans for the required classes and not too many of the elective type classes such as techology. I am also excited to incorporate some of the other resource sites listed such as MarcoPolo, which is a web portal for teachers sponsored by Verizon. They have a few lesson plans focusing topics I could include in my Multimedia course. Another site is the Digital Library for Earth System Education. I'm planning on using some of the projects from this site when I help start our environmental student club at the end of this month.

Literature Review-Educational Blogging

2006-07-17T18:54:59Z

The Web has introduced the world to ever changing tools of communication. Today, students, parents, teachers, and administrators have access to technologies that were unfathomable fifty years ago. The educational field seems to be the sector in our society that lags behind in technology, especially when we look at the public realm. Teachers are left with little time to explore new integration techniques for technology. The focus of core curriculum is state standards, No Child Left Behind, and standardized testing scores. So how do teachers use the Web as a content management tool without the effects of learning curves and time constraints? The answer lies within the creation of a Web communication tool known as a blog.

]]> What Is a Blog?
The term blog is short for Web log. The basic function of a blog is one of a Web site and a journal combined (Kennedy, 2003). In the educational realm it can be used for teachers to post syllabi, course information, assignments, reading material, project tips, personal information, and related links. For a teacher, the classroom management functions a blog can provide are limitless. Students have the ability to post their work to the blog in journal format, as a graphic, or as a multimedia project. This communication tool allows for instant dialogue and feedback between the classroom teacher and his/her students or between the students themselves. Students can interact outside of the actual classroom and continue discussion or post comments when class is dismissed (Glogoff, 2005).
Web sites versus Blogs
Time, prior knowledge, and publication abilities are the key negotiators between a teacher creating a Web site or a blog. Learning how to use software programs such as DreamWeaver or memorizing hundreds of tags in HTML to create Web sites can be time consuming and overwhelming. Blog software is a content management program that is built to be a “personal publishing system”. Knowledge of HTML is not a required component (but can be helpful) and most programs are designed to be as easy to use as word processing applications, but with additional collaboration and communication features (Kennedy, 2003).
Most teachers who create and post a Web site do so for personal relations purposes. It offers the ability for the teacher to communicate with students and their parents. A teacher can place assignments, announcements, educational links, a course outline, and even student work on Web site. However, teachers are limited to only publishing written work or images on a class Web site (Valmont, 2003). A blog would allow for all the same elements of a classroom Web site, but would grant access to group communication (the teacher is not the only one that can “speak”). This would provide an opportunity for learning to continue outside the classroom and the ability to publish all types of student work.
Blogs in the Classroom
Blogs provide an arena where self-expression and creativity are encouraged. Students have the ability to access their class blog anywhere and anytime an Internet connection is available. In the classroom community, students can have a personal space to read and write, share ideas, ask and answer questions, and develop peer relationships (Huffaker, 2005). As a teacher, the issue becomes how to let go of the “control” in the classroom and make it student-centered where the teacher is the facilitator who creates opportunities for learning. Modeling becomes a valuable technique to engage students into the communication process of blogging. An important aspect of this approach is to see the act of blogging as something fun, expressive, enjoyable, conversational, and poetic (Campbell, 2005).
Blogs can be multidisciplinary. Reading and writing can be used in a variety of curriculum, not just language arts. Students can express not only their ideas in any subject, but post images (art or social studies) or multimedia projects (business, social studies, physical education). Blogs can be used to promote reading and writing, to showcase the work of students, or to exchange ideas among students, teachers, or school administrators (Huffacker, 2005).
Literacy
Technology has added a new type of literacy called digital fluency. This type of literacy refers to the way people become comfortable using technology as they would any other natural language. Some scholars suggest digital fluency will be another prerequisite for sociability, lifelong learning, and employment opportunities (Resnick, 2002). The execution of a classroom blog enables the teacher to bring together technology and literacy as students learn to communicate both visually and verbally on the blog. The use of educational technology promotes the type of literacy traditionally encouraged in learning, as well as the digital fluency needed to prosper in the digital age (Valmont, 2003). With literacy being such an integral part of state standards, No Child Left Behind, and standardized testing, students will have most likely improved their reading and writing skills, gotten some insightful feedback from others to consider, and have even exercised their reflective and critical skills through classroom blogging (Campbell, 2005).
The Politics of Blogging
If blogging is such a motivating classroom tool, then why are there so few teacher blogs that allows for student publishing online? The barriers are permission and server space (Kennedy, 2003). Most school districts do not want to have a space online where students have “free reign” to post thoughts, ideas, or pictures without some level of approval or monitoring system. If students are limited because of permission to publish, then they will probably not participate. Anytime a teacher decides to incorporate technology into the curriculum, some consideration needs to be given to student Internet accessibility. If your school district has a Technology Plan and/or Acceptable Use Policies, then as a responsible teacher it should be examined to make sure the classroom blog does not violate any of the school districts policies (Valmont, 2003).
Examples of Teacher Blogs
Dan McDowell’s ahistoryteacher.com hosts curriculum guides, WebQuest, class Web pages, teacher workshops, and a biography. McDowell, a history teacher at West Hills High School in California, uses blogs for both AP World History and CP World History. In both classes, projects are focused on topics such as the Civil War, World War I, The Holocaust, and the Industrial Revolution, just to name a few. His projects are focused on posting and comments to the class blog and using Wikis.
Blogs can also be used to help teachers incorporate blogging into their particular curricular area. Pattie Belle Hastings at myWebspace.quinnipiac.edu not only uses her blog for the computer science classes she teaches, but she also uses it to display examples of blogs across the curriculum. This blog provides a function for her classes and it allows other teachers to use her blog as a reference.
Blogs can be an effective tool for teachers. The Entry Year Teacher/Mentor Blog, for instance, uses a blog to “document, reflect, plan, mentor, analyze and to communicate between new teachers and mentors, providing guidance and support (Huffaker, 2005).
Conclusion
Convenience and accessibility make blogs an excellent tool for teachers. Unlike most classroom Web sites, a blog is created to be a dynamic space that allows for expressiveness and originality. Blogging creates a venue where learning is not limited to the classroom. Students and teachers can access their class blogs whenever an Internet connection is available. Students can publish their work whether it is a journal entry or a multimedia project. The accountability of publishing work lies with the student, and the teacher no longer has a stack of papers to keep track of. By creating such a forum, teachers can incorporate literacy and digital fluency into their specific curricular area. As more teachers begin using blogs, studies should be conducted that parallel using Web logs with reading comprehension and improved writing skills within the educational realm.

References
Campbell, A. (2005). Classroom Blogging: two fundamental approaches. Retrieved June 15, 2006, from Dekita Orchard Web site: http://dekita.org/articles.
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate 1 (5).
Huffacker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.
Kennedy, K. (2003). Writing With Web Logs. Retrieved June 15, 2006, from Technology & Learning Web site: http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.html.
Resnick, M. (2002). Rethinking learning in the digital age. In G. Kirkman (Ed.), The global information technology report: Readiness for the networked word. Oxford, UK: Oxford University Press.
Valmont, W. (2003). Technology for Literacy Teaching and Learning. Boston New York: Houghton Mifflin Company.

Book Review-Oversold & Underused

2006-07-17T18:52:37Z

Schools have technology...at this point in education that is not the debate. What we as educators do with the technologies available to us is the core of Larry Cuban's observations and research in the book Oversold & Underused. The blame cannot be placed on educators. Policymakers and technology innovators make it difficult for anyone to integrate these tools into the classroom. Educational policies and practices are constantly changing and teachers are expected to keep up. Technology innovators make it difficult for educators who have limited budgets to maintain computer integrity, up-to-date components, and reliability. We have been marketed to believe that technology is the "saving grace" of our educational system.

]]> HOW YOUNG?
As a high school teacher, it was very interesting to read about Cuban’s observations regarding the possibility of incorporating computers in a preschool and kindergarten setting. I think that if on a consistent basis children are taught the basics of operating a computer at that young of an age it would be easier for them to transition to learning more structured applications like keyboarding techniques. At the middle school level, teachers could focus on what the state refers to as Digital Tools (voice recognition, scanning devices, PDA’s, etc.). This would make available the possibility for more advanced computer applications classes to be offered at the high school level. Then we could concentrate on more advanced applications at the high school level instead of having to offer classes like keyboarding and document formatting. If we could focus on more advanced applications then we would have students more prepared after graduation for workplace and college technologies.
We are constantly debating in our school corporation the need to move keyboarding classes to the elementary level. This year the state has even “suggested” that school corporations should be teaching keyboarding at the fifth grade level. They have even incorporated textbooks into our adoption year that would be age appropriate for the elementary level. Unfortunately, we do not see this happening anytime soon. Teaching keyboarding at the fifth grade level would still require a teacher that has a degree in Business Education. We just received word that with budget cuts, it would be very unlikely for any new teachers to be hired. Considering this area is an elective area in the curriculum, the implementation of such a program seems very unlikely. So, once again government wants to increase technology availability and usage in schools, but cut funding that would allow programs to grow. The school corporation however, has purchased sixty laptop computers for the middle school in addition to the two computer labs already in the school. The only “computer class” that is taught currently at that level is keyboarding by one teacher. As in Cuban’s observation, we have all this technology surrounding our students and teachers but no one is using it or trained to use it.
TECHNOLOGY AND THE CURRICULUM
Another theme in Cuban’s observations and research is that teachers are not incorporating technology into their teaching styles. At the high school level teachers are pushed to the limit with all of the other responsibilities that are assigned to them. It is difficult to find the time to teach yourself how to incorporate technology into the classroom. I know English, Math, Social Studies, and Science teachers at our school who are just overwhelmed with meeting state standards and trying to improve ISTEP scores in their core area. Being in the Business Department and teaching computer classes, it is easier for me to incorporate technology into what would be referred to as "lecture" classes that I teach. I have the knowledge base just because of my teaching area. What most schools fail to do is make sure time is set aside during professional days, for example, to show teachers how technology can be incorporated into their daily classes and make them feel comfortable using the technologies. When we start seeing technological requirements in the state standards maybe more emphasis will be placed on learning them.
WHERE ARE THE GAPS?
From my experience, there is a huge gap between the technologies offered and used at the high school level and those used at the university level. I know Cuban talked about how for the most part technology is not used by professors in their teaching style, but my experience with universities is that they are using technology. From 1992 when I received my first undergraduate degree through the present I have seen a substantial growth in technologies offered and used at the university level. I have not seen such growth at the high school level. I am always telling my students who take advanced computer classes about the advantage they will have over most students in their ability to use all the technologies that will be at their disposal.
WHERE IS TEACHER INPUT?
Another problem with the under-development of technology incorporation in our schools is that in a lot of instances people outside of the teaching profession are making the decisions about what types of technologies will be put into the classroom. We are currently renovating our school, and for the most part the architectural team makes the decisions on what types of technologies the classrooms will be equipped with. Our department had to really fight to make changes to the original plans of the classrooms in our department. What do people outside of the teaching profession know about classroom management? Incorporating technology into a classroom takes a lot of planning. It is not about how many computers, printers, LCD's, scanners, etc. you can pack into one room and does it look nice. The focus should be on how teachers and students can maximize the capabilities of the technology.
TEACHERS ARE NOT ALONE
I was glad that Cuban spent some time focusing on other professions and their trends and attitudes toward technological innovations. I think it is important for everyone to understand that the teaching profession is just like any other occupation. There are people who take to new technologies and incorporate them into their jobs to hopefully save them time and efforts. Then there are those who shy away from new technologies because they do not like change, feel uncomfortable with it, or are simply afraid of it. Before becoming a teacher I worked for a company that manufactured hospital beds. In my department there were two of us that used technology to make our jobs easier and more efficient. The other people in our department felt very uncomfortable taking that leap into the unknown. Some people are kinesthetic learners and are willing to explore the unknown and others are visual or auditory learners. They of course would require some sort of training before they became remotely comfortable with learning new technologies. So again we must address the issue of training personal thoroughly, whether in the teaching profession or not, before technology can be considered integrated into classrooms or jobs.
CHANGE
There are core areas that have to be developed before we can actually believe the government and technology innovators who insist that technology is foundation of success for our educational system and the future of our economy and global competition. Technology manufacturers have to make hardware and software more affordable and user friendly. Education seems to be constantly taking a hit financially and lets face it most commercial software programs that we have available to us are not inexpensive, easy to learn, nor lack limitations and glitches. Government needs to be increasing funds to our educational system instead of constantly depleting them. School systems funding comes from their local tax base. If there are gaps in dollars needed and dollars collected then the government needs to fill in that gap. High income school districts should not be the only schools receiving the technology and training. Policymakers cannot be campaigning on educational reform if they are always willing to cut educational programs. Teachers need to have a voice when technological programs are being initiated. In too many instances teachers are given the technology and told to use it. They have no input or training, but are expected to conform. If technology is to be fully integrated into educational curriculum, then changing current educational structures are inevitable.

Technology Policy Paper

2006-07-16T03:41:35Z

Students in classrooms are using the Internet at an increasing rate. With Internet accessibility becoming more prevalent in schools, the need for Internet and computer usage guidelines have increased as well. According to the National Center for Educational Statistics (May 2001), 98% of schools with Internet access have Acceptable Use Policies (AUPs) in place (Loverro, 2002). These policies help teachers, media specialists, and administrators determine what actions should be taken when students misuse school computer/Internet privileges. Considering that most students are more computer and Internet savvy than the adults that supervise them, it is important for teachers and other staff members to be familiar with the content of an AUP. This helps teachers and staff members to understand what types of infringements they should scrutinize. One of my students recently installed a software package that could "kill" programs, he sent an inappropriate network messages to over two hundred workstations throughout our corporation, and deleted another student's work that was saved to the computer. These infractions occurred all within one week. Since our corporation has an AUP, the assistant principal was able to look at those guidelines specifically to determine a punishment. He did not have to try and fit such a violation into the student discipline chart. The infraction was part of the AUP, so his punishment was clear. The student lost his computer and Internet privileges school wide for the remainder of the year and has received a grade of "WF" for the Web Design class in which he committed the infraction.

]]> Along with these technologies, school corporations and individual schools have Web sites that are available to the public. The University of Minnesota’s Web66 project found that over 12,000 schools worldwide now have Web sites (Williams, 1998). This means that 12,000 schools have information that most would assume to be non-controversial. But if students are creating these Web sites or are allowed to post their own Web sites, then schools need to have Web publishing guidelines as well as Acceptable Use Policies established within a Technology Policy. When developing a technology policy there are some general components that should be included (Cohn, Kelsey, and Fiels, 1999):
1. State purpose and what the policy will include
2. Overview of basics with examples of numerous policies
3. Define the policy and make some basic decisions
4. Develop the policy and discuss assessment of purpose and need
5. Discuss how to implement, evaluate and keep policies current

WHAT IS AN ACCEPTABLE USE POLICY?

Acceptable Use Policies usually provide lists of appropriate and in-appropriate uses of computers in a school setting. An AUP is a written document that is signed by students, their parents and teachers, outlining the terms and conditions of the Internet use and the rules of online behavior, access privileges, and school Web site publishing guidelines (Crane, 2004). There seems to be a general consensus across the nation as to what elements should be included in an AUP. Security, internal networks, e-mail usage, software standards, and privacy show up as the most important and frequently selected information technology concerns (Gil-Garcia, 2004). There is a plethora of AUP templates that can be retrieved from the Internet for school districts to use. Their general layout includes Internet terms and conditions of use which address topics such as acceptable use, privileges, network etiquette, security, vandalism, and sections for student, parent, and teacher signatures (Classroom Connect).
WHO WRITES AN AUP?

There seem to be two different types of groups who would be responsible for writing AUPs for school districts. One group is a committee made up of a combination of the following: technology coordinators, library media specialists, teachers, parents, students, administrators and school board members. The second group would create an AUP that would incorporate Board of Education policies as well. The first group would probably take the state guideline for writing an AUP, if one was available from that state’s department of education, and make it specific to that particular district, school, or classroom. The Board group would focus on creating a policy that would contain content of a general AUP, but would connect those standards to the district’s policies on student rights and responsibilities. Such rights would include the district policy and procedures on locker searches and a student’s rights to privacy of freedom of speech. They tie consequences and procedures to those already in effect (McKenzie, 1995). This approach would also profile faculty responsibilities and rights as employees using these technologies.
STATE AUP GUIDELINES

In 1998, Indiana included hardware, content, connectivity, and teacher training to the state technology policy (Jerald and Orlofsky, 1999). Each public school corporation in Indiana must adopt an Internet Acceptable Use Policy that describes general guidelines for schools to follow (Appendix 1). Some of the key elements of these guidelines specifically address what types of materials should be prohibited for students to access. Many schools can block Internet sites, which they deem inappropriate. My experience is that many students know how to get around the software that blocks inappropriate sites. So the responsibility is ultimately on the teacher supervising student use of computer workstations. If computers are not arranged so that a teacher can be supervising all workstations no matter his/her location, then it can be very challenging to monitor. The state guidelines also make reference to student and parent knowledge of school technology policies as well as the responsibilities of the students to follow the policies. When schools establish an AUP it is very important to have students and parents read and sign that they have read and agreed to the policy.
BOARD POLICIES

The Board policy is different from a basic AUP in that it addresses potentially controversial information and relates it to pre-existing policies on curriculum and the selection of curriculum materials, outlining clear expectations for staff and staff supervising student use of computers and the Internet (McKenzie, 1995). The focus of many AUPs is the risks associated with the Internet and obscenities or inappropriate behavior. However, there are also risks that are related to the quality of the information accessed and efforts to restrict access. A solid Board policy addresses most or all of the following topics (McKenzie, 1995):
1. Contact with objectionable material
2. Contact with questionable material
3. Contact with questionable persons
4. Objectionable behavior
5. Objectionable material
6. Destructive behavior
7. Violation of privacy rights
8. Violation of access rights

TECHNOLOGY PERCEPTIONS

Whether you take the state approach or the Board approach to writing an AUP, there are technological issues that need to be addressed. One has to remember that no matter who is on the committee to create a technology policy for a particular school or school district, those individuals have their own vision as to what technology should be available to students and what determines appropriate and in-appropriate material. A teacher’s perspective would be different from a technology coordinators perspective. For example, a technology coordinator might not understand why it would be important for students to have access to a wide range of resources. Most teachers would want their students to have a wide range of access to complete research or projects for class. Those teachers would assume the responsibility of monitoring students to make sure they were not accessing inappropriate information. Whereas most technology coordinators would want to make sure that they maintained the security of data that was being accessed (Johnson, 2003).
THE EXAMPLE

Shelbyville Central Schools has established three main components in their technology policy: “Suggested Student Workstation Guidelines”, “Acceptable Use of the Internet”, and “Building and Maintaining a School Website”. The Board of School Trustees of Shelbyville Central Schools adopted this technology policy on December 19, 1995. It was revised on June 10, 1997. I will use this as the example by which other schools could follow. I feel that this technology policy establishes relevant guidelines for faculty and students to follow when using school computers. The technology policies can be viewed in their entirety by visiting http://www.shelbycs.org/technology. I will discuss some of the key elements of each section of the policy. The fundamental objectives of the policy are:
1. To have a corporate-wide, on-going strategic planning process.
2. To establish a partnership involving students, staff, families and communities.
3. To have a positive learning environment.
4. Promote/support high student achievement in all areas.
5. To have quality employees
6. To have an effective communication system for all stakeholders

Suggested Student Workstation Guidelines

This section focuses on general use guidelines for all schools in the corporation to implement when it comes to students and teachers using computer workstations in the district. One of the first areas of concentration deals with copyright regulations and software licensing. These are policies that are strictly enforced. My computer lab is differentiated from other computer labs in our building in that I have the widest range of software availability. Our technology coordinator is adamant that licensing agreements for all the software on the computers has documentation. This stays in check in that neither students nor teachers have access to load any software onto any of the computers. If software is to be loaded, then a request is made and a technology assistant installs the software. Violating the use of copyrighted material is discussed as well. Students are expected to have either permission before using information or files from the author or giving a proper citation of the source. The essence of this section focuses on “The BIG List of NO-NO’s” which includes:
· NO food (including gum and candy) or drinks allowed around Shelbyville Central computers.
· NO games
· NO Instant Messaging or online chatting allowed
· NO email use by students
· NO software installation or program downloads by students
· NO music or MP3 downloading, not even legal music and MP3 downloading
· NO "burning" of music CD's of any kind using Shelbyville Central computers
· NO posting to electronic bulletin boards or message boards
· NO changing of computer configuration settings (i.e.: home page, passwords, screensaver) or altering the desktop display
Along with this section the guidelines stipulate that if a teacher feels that for educational purposes students need to use computers in a manner that is listed above then that teacher needs to discuss it with their buildings principal to obtain approval for use.
Acceptable Use of the Internet
The AUP for Shelbyville Central Schools begins with an informative section explaining what the Internet is, how the Internet should be used in a school environment, and the responsibilities that students and faculty assume when using the Internet. The policy determines that the Internet is to be used only for support of academic programs, telecommunication, and access to general information. The AUP continues by discussing the proper conduct for students and faculty to adhere to when using the Internet along with disciplinary actions that the Corporation has the right to take if privileges are abused. Along with specific expectations for Internet use, the policy also describes expectations for general maintenance. This includes deleting old e-mail messages, keeping from transferring files or shareware, and not downloading software. At the beginning of the school year students and parents are given the Student Workstation Guidelines and the Acceptable Use of the Internet agreements. The packet also includes a signature page for the student and parent to sign agreeing to the terms given in the guidelines. The list of students names who have signed the agreement are given to teachers and are updated periodically. This helps the faculty determine who can go to computer labs to work and who cannot. As detailed and thorough as the guidelines are, it makes it easier for teachers, media specialists and administrators to monitor and discipline students when using computer workstations and the Internet.
Web Publishing Guidelines
The Web Publishing Guidelines for Shelbyville Central Schools is a lengthy document establishing what each school’s Webmaster should and should not include on the individual school websites. Each school has its own Webmaster who is responsible for creating, maintaining, and updating only those schools Web sites. The high school is the only school in the district that has students working on their schools Web site. So as the high school Webmaster, I have to make sure the students are aware of and understand the Web Publishing Guidelines. The first section of the Web Publishing Guidelines focuses on topics dealing with Web Design. This section is designed to help the individual Webmasters determine the Web sites general information, its purpose, and structure; then decide how to organize it. The guidelines have also recognized what items should not be integrated onto school Web sites. With each of the sections listed the policy explains the reason for not using the following items when creating a school Web site:
1. Unnecessary “Bells and Whistles”
2. Frames
3. Large Homepages
4. Long Scrolling Pages
5. Music on a web page
6. Interlaced GIF’s
7. ImageMaps
8. Scrolling Text, Marquees, and
9. Constantly Running Animation’s
10. Orphan Pages or Dead Ends
11. Dissolves and Fades
12. Assuming your visitors are computer experts
13. Cookies
14. Overusing Animated GIF’s
15. No Title for your web page
The guidelines also include elements that are suggested to integrate into a school Web site. With each of the sections listed the policy explains the reason for not using the following items when creating a school Web site:
1. Navigation and Structure
2. Three clicks and you’re out
3. Link to your home page
4. Use tables
5. Use Gif and JPEG
6. Design your web page with other browsers in mind
7. Use Templates
8. Be considerate with your choice of colors and fonts
9. Keep it Simple
The Web Publishing Guidelines have contracts for school principals and sponsoring teachers (the individual schools Webmaster) to sign that establish their individual responsibilities. There is also a student contract that has to be signed for students who are working on individual school Web sites. The student contract requires the sponsoring teacher, the student, and parent signatures.

RECOMMENDATONS TO OTHER SCHOOL CORPORATIONS
I feel that the Shelbyville Central Schools Technology Policy is a solid policy. It corresponds with the guidelines required by the Indiana Department of Education. The policy would be a good model for any corporation to use. It addresses in detail student and faculty use of the Internet, corporation computer workstations, and web publishing guidelines. If a school corporation were just beginning the process of creating a technology policy it would be essential to include input from not only administrator’s and the technology coordinator, but also faculty, media specialists, students, and parents. The more perspectives that are included the stronger the technology policy will be. If a school corporation wanted to improve their policy they should stay current with trends of Web sites and software that students are familiar with. An example would be MySpace.com. This is a Web site that has become a social arena for mainly teenagers, it has the capability of having educational value, but the way in which it is currently being used does not have any educational value and should not be accessed in an educational environment. There are a lot of non-educational and even controversial Web sites that many adults are not aware of. Student knowledge tends to include a wider variety of accessibility than most adults. I spent quite a few hours trying to find other school corporation’s technology policies on their Web sites. I could not find one technology policy out of the dozens of schools I searched through. I would expect that most of these schools have created some type of policy; they just have not posted them on their Web site. I would also hope that schools that have created technology policies have made all of their faculty, administrators, students, and parents aware of those policies.
RECOMMENDATIONS TO SHELBYVILLE SCHOOL CORPORATION
There are some areas that I think could use some improvement in our school corporation’s technology policy. One of the areas in the Student Workstation Guidelines deals with email use by students. The policy stipulates that students cannot use e-mail. I think this should be changed to limited use or supervised use of e-mail. When teaching computer applications classes, I feel that knowing how to use Outlook Express is a valuable tool. All of our textbooks have a section covering the topic. Outlook Express is not installed on any student workstation so we cannot teach students the beneficial tools that are included in Outlook Express. I also believe that the technology policy should be reviewed and revised taking into account that the last revision was in 1997. Writing policies and procedures should be a task that is continually updated taking into consideration how quickly technology changes. Many schools and school districts have developed systematic plans to continually review and revise policies (Repman and Downs, 1999). The last recommendation is not a weakness in the actual policy, but common knowledge of the policy. Even though I feel Shelbyville has a very thorough policy, I had to tell the assistant principal where to locate it and what it entailed when I had the incident with the student that I discussed at the beginning of this paper. Shelbyville High School was currently featured in Time Magazine and on The Oprah Show because of low graduation rates and our connection to state representative Luke Messer, who is from Shelbyville and was instrumental in passing a bill that would require students to be eighteen before they could dropout of school. Our school corporation’s superintendent stated that he envisioned the alternative school that will begin next year to be a laid back environment where students could eat donuts and instant message. Instant messaging is one of the “Big NO-NO’s” listed in our Student Workstation Guidelines section of the technology policy. I was appalled when I read that portion of the article. Our own superintendent, who prior to this year was the high school principal, does not know what is stated in the corporation wide technology policy. Our school corporations next in service definitely need to address the technology policy.

APPENDIX 1: STATE REQUIRMENTS FOR PUBLIC SCHOOL INTERNET ACCEPTABLE USE POLICIES AND GUIDELINES
2005 by Indiana Department of Education
1. Describes general instructional philosophies and strategies to be supported by Internet access in schools.
2. Describes the process for governing local Internet system security, user accounts and user privileges.
3. Describes sanctions to be taken when violations of the policy occur.
4. Makes specific reference to prohibiting the use of school corporation Internet resources/accounts:
a. To access, upload, download or distribute pornographic, obscene or sexually explicit material.
b. To transmit obscene, abusive or sexually explicit language.
c. To violate any local, state or federal statute.
d. To vandalize, damage or disable the property of another person or organization.
e. To access another person's materials, information or files without the implied or direct permission of that person.
f. To violate copyright, or otherwise use another person's intellectual property without their prior approval or proper citation.
5. Requires that parents be notified that their students will be using school corporation resources/accounts to access the Internet, and provides parents the option to request alternative activities not requiring Internet access.
6. Requires the permission of and supervision by the school's professional staff before a student may use a school account or resource to access the Internet.
7. Indicates that the educational value of student Internet access is the joint responsibility of students, parents and employees of the school corporation.
8. Makes the school corporation's Internet policies and procedures available for review by all parents, guardians, staff and members of the community.
B. Each public school corporation in Indiana MUST provide staff and student Internet users guidelines for:
1. Responding to unsolicited on-line contact.
2. Safe-guarding personal information, such as name, address, telephone number, etc.

APPENDIX 2: SHELBYVILLE CENTRAL SCHOOLS ACCEPTABLE USE OF THE INTERNET
1997 by Shelbyville School Corporation Board of Trustees
A. The Shelbyville Central Schools may revoke use of these resources at any time for any reason. Appropriate reasons for revoking use privileges include, but are not limited to, the altering of system software, the placing of unauthorized information, computer viruses, or harmful programs on or through the computer system in either public or private files or messages. The Corporation reserves the right to remove files, limit or deny access, and refer the individual for other disciplinary actions, The Corporation reserves the right to monitor any and/or all communication on accounts obtained by the Shelbyville Central Schools.
B. The Shelbyville Central Schools reserves all rights to any material stored in files which are generally accessible to others and will remove any material which the Corporation, at its sole discretion, believes may be unlawful, obscene, pornographic, abusive, or otherwise objectionable. No students or faculty will use his/her Corporation-approved computer account/access to obtain, view, download, or otherwise gain access to such materials.
C. All information services and features contained on Corporation or Network resources are intended for the private use of its registered users and any use of these resources for commercial-for-profit or unauthorized purposes (i.e. advertisements, political lobbying, illegal use of copyrighted materials, or use as an electronic game board), in any form, is expressly forbidden.
D. The Corporation and/or the INTERNET resources are intended for the exclusive use of their registered users. The student/faculty member is responsible for the use of his/her account/password and/or access privilege. Any problems, which arise from the use of another person’s account, are the responsibility of the account holder. Use of an account by someone other than the registered account holder is forbidden and may be grounds for loss of access privileges. The Shelbyville Central Schools are not responsible for any obligations incurred by the individual.
E. Any misuse of the account will result in suspension of the account privileges and/or other disciplinary action determined by the Corporation. Misuse may include, but not be limited to:
1. Intentionally seeking information on, obtaining copies of, or modifying files, other data, or passwords belonging to other users;
2. Misrepresenting other users on the INTERNET;
3. Disrupting the operation of the INTERNET through the abuse of the hardware or software;
4. Malicious use of the INTERNET to transmit hate mail, harassment, obscene, profane, vulgar, abusive, or sexually explicit statements or discriminatory remarks;
5. Interfering with others use of the INTERNET;
6. Extensive use for non curriculum-related communication
7. Illegal installation of copyrighted software;
8. Unauthorized downloading, copying, or use of licensed or copyrighted software;
9. Allowing anyone to use an account other than the account holder;
10. Violating any local, State, or Federal statute;
11. Accessing, uploading, downloading, or distributing pornographic, obscene, or sexually explicit materials;
12. Vandalizing, damaging, or disabling the property of another person or organization;
13. Accessing another person’s materials, information, or files without the implied or direct permission of that person;
14. Violating copyright, or otherwise using another person’s intellectual property without his/her prior approval or proper citation; The use of Corporation and/or INTERNET resources are for the purpose of in order of priority):
15. Support of academic programs;
16. Telecommunication;
17. General information.
F. The Corporation and/or INTERNET does not warrant that the functions of the system (hardware, software, diskettes, hard drives, or server) will meet any specific requirements the user may have, or that it will be error free or uninterrupted; nor shall it be liable for any direct, indirect, incidental, or consequential damages (including lost data, information, or time) sustained or incurred in connection with the use, operation, or inability to use the system.
G. The student/faculty member will diligently delete old mail messages on a daily basis from the personal mail directory to avoid excessive use of the electronic mail disk space. The Corporation reserves the right to clear all mailboxes of old messages periodically throughout the school year.
H. The Corporation and/or INTERNET will periodically make determinations on whether specific uses of the INTERNET are consistent with the acceptable-use practice. The Corporation and/or INTERNET reserve the right to log Internet Service use and to monitor electronic mail space utilization by users.
I. The student/faculty member may transfer files from information services and electronic bulletin board services through a file transfer; the student/faculty member agrees to check the file with a virus detection program before opening the file for use. Should the student/faculty member transfer a file, shareware, or software which infects the Network with a virus and causes damage, the student/faculty member will be liable for any and all repair costs to make the Network once again fully operational and may be subject to other disciplinary measures as determined by the Corporation. The Shelbyville Central Schools are not responsible for any damage to programs, computers, and/or any electronic equipment of anyone using of INTERNET.
J. The student/faculty member may not transfer files, shareware, or software from services and electronic bulletin boards without the written permission of the Shelbyville Central Schools. The student/faculty member will be liable to pay the cost or fee of any file, shareware, or software transferred, whether intentional or accidental, without such permission.
K. The student may only log on and use the INTERNET under the immediate supervision of a staff member and only with his/her authorized account number.
L. The Corporation reserves the right to log computer use and to remove the user account on the INTERNET to prevent further unauthorized activity.
In consideration for the privilege of using the Corporation and/or INTERNET resources, and in consideration for having access to the information contained on the Network, or by the Network, the student/faculty member must agree to release the Corporation, the INTERNET, and their operators and administration from any and all claims of any nature arising from their use, or inability to use the Corporation and/or INTERNET resources.
Parents/Guardian Notification:
A. That their children will be using Corporation resources and accounts to access the INTERNET
B. That the child and the parents must sign a document agreeing to follow the policies and procedures of the Corporation for the child to be allowed to use Corporation resources
C. That parents/guardians are financially responsible for their students’ improper and/or unauthorized use of the Corporation resources and accounts
D. That it is possible for students to purchases goods and services via the INTERNET and that these purchases could potentially result in unwanted financial obligations
E. That even though the Corporation may use technical means to limit students INTERNET access, these means do not provide a foolproof means for enforcing the provisions of local acceptable use policies
F. That all provisions of this policy are subordinate to local, State, and Federal statute
G. That parent may request alternative activities not requiring INTERNET access
H. That the educational use of student INTERNET access is the joint responsibility of students, parents, and employees of the Corporation
I. That the INTERNET policies and procedures are available for review by all parents, guardians, staff members, and the members of the community
J. That all passwords by students using the INTERNET via accounts made available through Shelbyville Central Schools, be on file in the principal’s office or the office of his/her designee. All passwords must be kept updated and current. Failure to update the file of passwords is grounds for cancellation of the student’s individual account.
K. That under no circumstances are students to pass on proper names and/or addresses of themselves, other students, teachers, or staff of the Shelbyville Central Schools. When information is requested it is the student’s obligation to notify the school supervisor immediately.
Guidelines must be provided for students/faculty members who may use INTERNET for:
A. Responding to unsolicited online contact;
B. Safe-guarding personal information, such as name, address, telephone number, etc

References
Classroom Connect. Retrieved April 11, 2006, from Network Montana Project Web site: http://www.itrc.ucf.edu/WORKSHOPS/Telecom2/AUP_template.html.
Cohn, J., Kelsey, A., & Fiels, K. (1999). Writing and Updating Technology Plans: A Guidebook with Sample Policies on CD-ROM. Retrieved Monday, April 17, 2006 from the ERIC database.
Crane, B. (2004). Issues Surrounding Internet Use: Acceptable Use Policies. Information Searcher, 15(2), 13-16. Retrieved Monday, April 17, 2006 from the Library, Information Science & Technology Abstracts database.
Gil-Garcia, J. (2004). Information technology policies and standards: A comparative review of the states. Journal of Government Information, 30(5/6), 548-560. Retrieved Tuesday, April 18, 2006 from the Library, Information Science & Technology Abstracts database.
Jerald, C., & Orlofsky, G. (1999). Raising the Bar on School Technology. Education Week, 19(4), 58. Retrieved Monday, April 17, 2006 from the Professional Development Collection database.
Johnson, D. (2003). Techno Intelligence. School Library Journal, 49(3), 38. Retrieved Monday, April 17, 2006 from the Professional Development Collection database.
Loverro, I. (2002). Acceptable Use Policies: What Role Do Teachers Play? Retrieved April 10, 2006, from University of Washington Web site: http://students.washington.edu/loverro/projects/AUP-NECC.htm.
McKenzie, J. (1995). Creating Board Policies for Student Use of the Internet. Retrieved April 10, 2006, from From Now On The Educational Technology Journal Web site: http://www.fno.org/fnomay95.html.
Repman, J., & Downs, E. (1999). Policy issues for the 21st century library media center. Book Report, 17(5), 8. Retrieved Tuesday, April 18, 2006 from the Professional Development Collection database.
School Board of Trustees. (1997). Shelbyville Central Schools Technology Policy. Retrieved April 6, 2006, from Shelbyville Central School Corporation Web sites: http://www.shelbycs.org/aup/index.html, http://www.shelbycs.org/technology/computerlabguidelines.html, http://www.shelbycs.org/webpublishing/index.html.
State Requirements for Public School Internet Acceptable Used Policies and Guidelines. Retrieved April 3, 2006 from Indiana Department of Education Web site: http://www.doe.state.in.us/olr/aup/aupreg.html.
Williams, M. (1998). Your School Web Page and Free Speech. Retrieved April 10, 2006, from techLEARN Web site: http://www.techlearning.com/db_area/archives/WCE/archives/williams.htm.

National Educational Technology Standards-NETS

2006-07-16T01:20:34Z

To live, learn, and work successfully in an increasingly complex and information-rich society, students must be able to use technology effectively. Within an effective educational setting, technology can enable students to become:

(1) Capable information technology users
(2) Information seekers, analyzers, and evaluators
(3) Problem solvers and decision makers
(4) Creative and effective users of productivity tools
(5) Communicators, collaborators, publishers, and producers
(6) Informed, responsible, and contributing citizens

As a teacher it is important that I demonstrate my ability as an educator to facilitate technological skills to my students. I have outlined the following performance indicators:

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STANDARD

ARTIFACT

REASONING

TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

This is my teacher website/blog that I have created http://www.bsu.edu/eidm/fox/

This is our high school website that I currently maintain as the webmaster. My web design students also get to update/maintain this site with me http://www.shelbycs.org/hs

Considering I teach computer applications classes all day, I feel I meet this standard by facilitating skills such as web design, multimedia, programming, and basic/advanced office to my students. Staying current is a necessity in this area of study. Every year that I have been teaching I have updated or added new technology to my classes.

I grow in knowledge by taking workshops in the summer and continuing my education by pursuing a Masters Degree in Educational Technology.

PLANNING AND DESIGNING LEARNING
ENVIRONMENTS AND EXPERIENCES

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
apply current research on teaching and learning with technology when planning learning environments and experiences.
identify and locate technology resources and evaluate them for accuracy and suitability.
plan for the management of technology resources within the context of learning activities.
plan strategies to manage student learning in a technology-enhanced environment.

This is the site/blog I created for my multimedia class http://www.bsu.edu/eidm/fox/multimedia.html

This is the link to my shared resource journal
http://www.bsu.edu/eidm/fox/foxsrj.html
It includes the rGrade rubric and the standards that match each category along with a game review of HTML using Quia.

This is a link to my multimedia class page. http://www.bsu.edu/eidm/fox/multimedia
You can click on the HyperStudio Model link to view the Inspiration model.

This is my teacher website http://www.bsu.edu/eidm/fox

For my multimedia class I created a website/blog that allows the students to view all the required stations for their portfolios as well as post assignments and comments to one another concerning particular stations they have to complete. I hope to use it as a model for next year when our school implements a CMS. I would like to see my students create their own blog where they can post their assignments and keep journals.

My shared resource journal includes two technology assessments that I completed after reviewing rGrade and Quia.

I created a navigation model in Inspiration for HyperStudio. The students in my multimedia class always have a hard time when they begin using HyperStudio just because they do not understand the navigational layout.

My teacher website has all of my individual class information posted. Each class page demonstrates how technology is managed in the classroom and how students learn in such an environment

TEACHING, LEARNING, AND THE
CURRICULUM

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

facilitate technology-enhanced experiences that address content standards and student technology standards.
use technology to support learner-centered strategies that address the diverse needs of students.
apply technology to develop students' higher order skills and creativity.
manage student learning activities in a technology-enhanced environment.

This is the link to my shared resource journal
http://www.bsu.edu/eidm/fox/foxsrj.html
It includes the rGrade rubric and the standards that match each category.

SHS website storyboard is located on the Web Design class site
http://www.bsu.edu/eidm/fox/webdesign.html

Visit my teacher website to view student activities
http://www.bsu.edu/eidm/fox/

The rubric that I created for my web design class addresses standards established by the IDOE for my content area of business education.

I created an Inspiration model for my web design class to use when planning for modification of the school website. This model will serve as a visual aid for those students who do not see the "big picture".

I believe that in my computer applications classes it is easy for me to create an atmosphere by which students develop higher order skills and creativity. The classes are student centered and I serve as a facilitator. Creativity is encouraged and rewarded. Students are given freedom to be inspired, especially on projects such as the high school website and their individual multimedia portfolios.

ASSESSMENT AND EVALUATION

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

apply technology in assessing student learning of subject matter using a variety of assessment techniques.
use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

This is the link to my shared resource journal
http://www.bsu.edu/eidm/fox/foxsrj.html
It includes the rGrade rubric and the standards that match each category.

This is the link to our school wide writing rubric
http://www.shelbycs.org/hs/information/writinghandbk.pdf

This is the link to the portfolio requirements http://www.bsu.edu/eidm/fox/multimedia.html

I always use rubrics to grade my students projects in computer applications classes. I have just recently been introduced to rGrade to create rubrics. I like this program because it allows you to correspond categories to state standards. I have always created very basic rubrics by using the table feature in Word. I now have the knowledge that there are programs available to create them for you.

I use our school's writing rubric when grading any writing assignment whether it is for the mandatory nine week writing or for writing that I incorporate into my own curriculum. I like this rubric because it is easy to read and score.

In my multimedia class the students are assessed by a portfolio that has all the artifacts they have completed. They have to work through "stations" of a particular software/technology application. Each nine week grading period the student complete a new portfolio

PRODUCTIVITY AND PROFESSIONAL
PRACTICE

Teachers use technology to enhance their productivity and professional practice. Teachers:

use technology resources to engage in ongoing professional development and lifelong learning.
continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
apply technology to increase productivity.
use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

This is the link to my shared resource journal
http://www.bsu.edu/eidm/fox/foxsrj.html

Visit my teacher website to view student activities
http://www.bsu.edu/eidm/fox/

Shelbyville High School Site
http://www.shelbycs.org/hs

My shared resource journal is a nice beginning to an area in which I can evaluate and reflect on professional practice. I can also use it to communicate and collaborate with peers. Since it was created using Moveable Type, a program I was introduced to just two months ago, I feel it also reflects my ability to embrace new technologies and continue the never ending process of learning.

I use my teacher website to communicate with the community that encompasses Shelbyville High School. I also strive to do the same with our high school website since I am the webmaster. I am constantly adding and evaluating information/resources/links that I feel will be helpful to students, parents, faculty, and staff.

SOCIAL, ETHICAL, LEGAL, AND HUMAN
ISSUES

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

model and teach legal and ethical practice related to technology use.
apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
identify and use technology resources that affirm diversity
promote safe and healthy use of technology resources.
facilitate equitable access to technology resources for all students.

These are the links to our school's technology policies.
http://www.shelbycs.org/aup/index.html
http://www.shelbycs.org/webpublishing/index.html
http://www.shelbycs.org/technology/computerlabguidelines.html

The technology paper can be located here:
http://www.bsu.edu/eidm/fox/profdev.html

I feel this is an area in which I continue to grow stronger as a teacher. My evaluations always include that I am a good role model for my students. I try to model that in my behavior in general and when it applies to technology. I am very familiar with our technology policy and drill my students, especially those working on the high school website, on our Web Publishing Guidelines, Acceptable Use Policies and Computer Usage Agreements that have been established by our technology coordinator and school board. Students have to sign off that they understand these policies and will abide by them.

I also wrote a paper who's topic was Technology Policy for School Corporations. I feel the research I had to do to complete this paper broaden my knowledge of appropriate technology use in a school environment.

IT Profile-Shelbyville High School

2006-07-12T18:19:06Z

Shelbyville High School currently has technologies that correlate to state standards so teachers and administrators can assess student proficiencies in math, reading, and writing. There is always room for improvement anytime we look at our technologies and technologies that are currently available. It is important for schools to use these tools to generate data that corresponds to NCLB and promotes learning to all of those involved in the educational process.

]]> To view a PowerPoint overview of Shelbyville High School's IT Profile click here.

STRENGTHS:
Our Student Information System-STI-is easy for teachers to use. It also allows student/parent access to lesson plans, grade book, & attendance records online. Our school uses a variety of testing for assessment and remediation that gives teachers and administrators a snap shot of student performance in math, reading, and writing. Our school's website incorporates multiple technologies and includes students in the design and content of the web site. SHS administration are alway interested in new technologies, are always looking for ways to generate NCLB data, and invest in technologies that are effective for teachers and students. When our renovations are complete, I foresee a very technology centered environment.

NEEDS:
STIClassroom lets teachers automate many of the administrative functions of the workday. More capbilities could be added such as pull down menus with the lesson planner, so that teachers could choose the state standard that aligns to assignments. We could also add the Assessment module that would allow us to combine the student information of Classroom with Assessment's reporting capabilities. This program can benchmark skills throughout the school year and automatically generate individual and aggregate reports by class, school, and population sub-groups.

Currently, SHS has no formal rubric assessment software. Rubric software would help teachers align assessments to state standards and allow them to create rubrics with ease. SHS also needs a software program that would help department chairpersons to set up each subject areas curriculum map. Department chairpersons are left to do this chore with no technological tools. Our technology coordinator is currently evaluating Moodle and Moveable Type which are Course/Content Management Systems. One of these systems needs to be implemented for teachers to create there own interactive web sites. At the high school, there are only two teachers who have their own website. These systems would be easier for teachers to learn than web design programs such as DreamWeaver. They would also give teachers and students the capability to to interactive by posting comments or assignments.

Storage, storage, storage! Our students are still saving their work to floppy disks! This has to change and soon. Some of the labs have the ability to save to CDs or flash drives, but the ultimate solution is for each student to have storage space on the server. I realize that setting this up can be time consuming and managing student usernames and passwords would be an inconvience, but it is time to move forward.

Quia Assessment Tool-Technology Review #2

2006-07-06T22:44:26Z

I downloaded and reviewed all of the assessment tools in Quia. I really like the variety of assessments that were available. Helpful tools included creating quizzes, activities, and surveys. I spent most of my time reviewing all of the types of activities that were available to create. Quia allows you to create a plethora of activities. I could not believe how simple it would be to use Quia to set up some pretty elaborate assessments. There were basic assessments such as flash cards, to scavenger hunts, even a challenge board whose layout looks like a Jeopardy board. I also liked the Quia site because it allowed you to view other assessments that had been created by teachers in different disciplines called the "shared activities area". I was very surpised at how many activities had been created in my discipline, business education. You usually cannot find a lot of "different" activities in the business education realm. There were categories for business, business law, accounting, computer applications, and computer literacy. If you would like to try out this tool click here. You can download a free 30 day trial.

]]> I decided to create a challenge board using Quia. The challenge board lets the students pick a category and point value. They are given the question then asked to type in the answer. I chose to assess student knowledge in my Web Design class, in particular the first unit of the class which is Internet Concepts and HTML. That seems to be the most difficult topic for students to comprehend and demonstrate. I am always looking for "new" ways to help them review the key concepts of that first unit especially. According to the book, Knowing What Students Know: The Science and Design of Educational Assessment from the Committee on the Foundations of Assessment, James W. Pellegrino, Naomi Chudowsky, and Robert Glaser (Eds.), "Practice and feedback are critical aspects of the development of skill and expertise. One of the most important roles for assessment is the provision of timely and informative feedback to students during instruction and learning so that their practice of a skill and its subsequent acquisition will be effective and efficient." l also feel that students perform better using an assessment tool that is computer based and one that they see as "fun". The challenge board does just that. I could have chosen other assessments that would have been highly effective for this type of activity. That was the one element of Quiz I like the most...flexibility!

To view my challenge board click here.