I chose to write about collaboration because of its increasing usage in our everyday space. Society is changing. My kids interact with a much larger circle of influence than I did growing up. Digital literacy and social media is an inseparable and powerful combination. Done correctly, this combination enhances the quality and efficiency of teaching, researching, learning, communicating, collaborating and creating. Technology is driving this impact on teaching and learning. For the intersection of social media and digital literacy to have the most impact, educators can't assume that students will embrace the idea because it's cool, digital and involves their mobile devices. Sure for the first moments, and I have seen it with each of my 3 girls, it engages them because its new. But the focus on the "shiny" doesn't last long with my girls, especially the youngest one, Bailey. They are an instant group in society. It is important for us to connect the dots. Schools adopt technology to build twenty-first-century skills such as critical thinking, global awareness, communication skills, information, digital literacy, productivity and creativity. Collaboration is the key mechanism by which all of these merge.
Types of Collaboration
Ever since Microsoft introduced OneNote Class Notebook and our work in helping Microsoft develop Professional Learning Communities in Modern Groups (see video below), I have thought of how we might look at management of collaboration differently.
As with OneNote Class Notebooks, OneNote Staff Notebooks is an app for Office365 that lets a principal or other school/district leader quickly set up a personal work space for every teacher, a content library for shared information and a collaboration space for everyone to collaborate—all within a single interface. With a Staff Notebook, administration and staff can save time, become more organized and collaborate more effectively. One of my favorite examples of this is how Pam Cohn, Executive Director for Secondary Schools, uses this to manage communication and collaboration with her several principals across the district.
When you look at collaboration in both the Class and Staff Notebook platform, you can broadcast information (one to many), you can fully collaborate (many to many), and you can work 1:1. OneNote Staff and Class Notebook offer these through an easy interface to distribute and manage content. This brings to my mind the idea if you manage content based upon how you collaborate, you might argue there is no need for the traditional file and folder structure day to day that you would see in a traditional file share. I think this is an excellent way of:
The other reason to manage content via OneNote instead of traditional file storage is the vast amount of content types that OneNote can reference or store. For example, OneNote integrates search features and indexing into a free form graphics and audio repository. I use it to search images (e.g., screen captures (BTW Snip for Windows 10 is amazing), embedded PDFs, pictures) for embedded text/content. If you have seen my notes I take in a session or meeting, you know I use digital inking pretty regularly. OneNote searches digital inking as text, yes, even my handwriting. It can replay audio concurrently with notes taken during the recording. The single most important feature for me personally is the free form work space and loose structure. Below are some very basic examples of free form notes I take as reflection from books.
Rob... You said this was about Microsoft Teams? Where does it fit in?
Think about email for a second. It is basically a digital representation of the formal letter. It contains an address, subject, body and signature. Now what do you use email for? What's going to happen to digital communication over the next five years? Will we still be weeding out unimportant messages and fishing through enormous email chains trying to find one pesky link to a business plan? Will we still battle to get to inbox zero (shout out to Keegan)? Email has mostly worn out its welcome.
That's where Microsoft Teams comes in. Think of authentic conversation. Look at the toolbar down below. It identifies the amount of different artifacts used today in our digital conversations.
Mix this conversation with real time collaboration, and dash a bit of provisioned identities via a school data sync, and you have a recipe for classroom learning in and out of the classroom walls.
It is really important to point out that digital literacy is a skill that is learned. It isn't something our new generations coming up already know. As we look at digital equity and access, continuous emphasis on digital citizenship and literacy are important. That is why I love Microsoft Teams to scaffold features and permissions as kids progress through their learning. From a tenant level, you can set specific permissions that inherit down to the end user. That is usual. But with Teams, the teacher has the ability to set his/her own permissions for the class for several features. This allows a greater personalized level of experience as the teacher assesses each classroom to their digital literacy abilities.
Teams also brings application rich integrations. Obviously OneNote is integrated since I discussed it from the beginning of this post. But moreover, there are many applications that can be integrated and connected to engage in this informal conversation model. For me, Teams is the next step. Will you make it your next step in classroom and team collaboration?
We all tell stories. Some are far fetched. Stories bring different feelings, at times sadness and other times laughter; these are the things that create memories. Stories bring clarity when they engage our feelings. My Grandpa Bradley and Uncle Randy tell me amazing stories about my family every holiday. Some far fetched, adding laughter and other feelings that stick in my mind even today. Some of those stories I have heard before, but I make it a point not to disclose that I have heard them many times. Rehearing a story brings more clarity. Why are these stories so important? They contain relevance. It is a part of me and the history of those before me in my family and community.
After reading the Brain Rules book, I reflected on what things I personally retain as a memory. It made me wonder, what things did I retain from school? I remember a career class where I got the opportunity to fly a plane because I was interested in being a pilot. I also remember as a Freshman in high school being shoved up onto a wall by a senior when I accidentally shoulder checked him in the hallway. Both are very clear memories, engaged different feelings, and share a bit of relevancy. But why do I not remember lectures? I do have some recollection of moments but they aren't too clear. I have to be honest though; I wasn't that engaged in the classroom, with the exception of taking art classes.
In the book, rule 6 is "We don’t pay attention to boring things." As indicated by this rule in terms of learning, there are implications if we don't engage students:
Bringing relevance into the classroom is an effective way to increase engagement and making learning meaningful. How do you do this systemically across a school or district though? Next I want to address leadership both in schools and at the district level.
If you know Mark Evans, you know what Markisms are. I can name most of them. "What am I, chopped liver?" "I could be better but I would have to be you." I have been privileged to work with Mark for 13 years. There is not an example for me in leadership that exudes the meaning of clarity more than he does. He enjoys telling stories and they stick in your mind over time as you hear them. Mark is consistent and authentic. I participated in podcasts he did over the years; this was his retirement video from his previous district in Andover, KS.
Mark does an incredible job of taking complexities of running a district and driving it to a single purpose. It is "what's best for students". If you are around him, you hear it. For those of us in leadership, somewhere back in there, somewhere in the midst of all the complexity, is a compelling reason as to why we're doing what we're doing. To cut through the clutter and complexity that haunts every single district, is the answer to the question, "Why?" What harnesses the hearts of the people who are leaning in and who have committed to your leadership and district? Why are you doing what are you doing? It's what is best for students.
In your school or district, the answer to that question is the same for everybody. If you are a good leader, everybody who answers to you should be able to answer that question quickly, and if you're a great leader they will all answer it the same way. This is exactly how I have mimicked many of the qualities that Mr. Evans shows in his daily leadership style.
What are we doing? Everybody knows. Why are we doing it? Everybody knows. But when it comes to this third question of "Where do I fit in?" -- this is where things get interesting. I had to ask myself this question when I came into my role in Omaha Public Schools. Fortunately, I was able to be a part of a technology audit that gave me a blueprint to figure out where I fit in the district with my role.
I want to encourage you to do something that is very, very time consuming but it may be one of the most helpful exercises you ever work through as a leader, especially as it relates to understanding your critical role in light of what you doing and why you are doing it. I challenge you to create for you, and to create for your people, a one-sentence job description. What does this mean?
As you think about the people in your department, school or district, even if they don't answer to you, create one-sentence job descriptions that instantly lets everyone know exactly why each person is there, doing what they do. Here's why it's important: because it is simple. In the midst of the complexity, crisis and deadlines, your team needs to understand what you think their critical roles are, as well as what your personal critical role is. If you do not clarify this for people who look up to you, they will generally do whatever comes next and what they feel you think is most important in the moment. Once you have developed your one-sentence job descriptions, start telling your story.
There are leaders who believe in thinking big and have the charisma to inspire the district along with them, to get to district goals. There are others who have big goals but their communication is not effective; people are not brought into the idea of "Where are we going?" These people haven't mastered telling their story. That's typically when you run into a problem in any district, when leadership says "This is where we want to go" but it doesn't necessarily get transmitted down to the people within the district. I have seen this first hand in many of the tech audits I have participated in throughout the country. People are not sure as to which direction their district is going, or why that direction was chosen over another one. That clarity is absolutely important.
Really good leaders make sure their message is communicated, that they are in the trenches with the rest of the district, telling the story. This motivates people. Mark does a great job of visiting every building each year. He is one of the most approachable people you will ever meet. He motivates. A motivated team can achieve anything they want. We set our own limitations, we set our own objectives. A clear message from leadership that we are in this together, we will arrive together, we will win together, we will fail together is a powerful message that every district would love to hear. Bringing others along with you, and shoulder-to-shoulder viewing of that vision versus nose-to-nose trying to convince people, makes a magical, literally magical environment to achieve goals. Through that magic, you can see the highest student achievement in district history, pass the largest bond issue in Nebraska history, and see the first virtual school in Nebraska history. All things that come through clarity in your message and vision.
The Last Three Years
It's my fault. I know. I'm not sure the whole family was ready to move. They took the gamble. For that, I will always be grateful to them. The transition wasn't easy. I went over a month and a half without them while the house was selling in Kansas. Leaving after having built our family there for 20 years, you lose so much in relationships. Our extended families live in Missouri, so now any free time would mean making decisions of seeing old friends or extended family. But this blog is titled, "Why I Love Omaha", it wasn't without some pain and sacrifice. Here was our house in Andover, located a couple of blocks from the girls' schools and my work.
Now....On To Omaha
#LoveOmaha Part 1 - Always Something To Do
Omaha is amazing. It has so many things that attract loads of people from outside of Nebraska as well as brings entertainment to its citizens. From the Henry Doorly Zoo, to the College World Series, NCAA Basketball Tournament, and many many others. The talent of events that is brought to this mid-western city is incredible.
#LoveOmaha Part 2 - Great Neighborhood & Relationships
My girls love volleyball. They will play out in the road in our neighborhood for hours. The kids across the street and down the road totally look up to them. It's a part of what makes a great neighborhood, well, great. Sitting outside with the neighbors, sometimes by the fire, or yearly when we plan to shoot fireworks off; these are all ways we all interact.
#LoveOmaha Part 3 - The Community Gives Back & Supports Public Education
I briefly outlined my thoughts on this, and really didn't do it justice. From the Sherwood Foundation, Lozier Foundation, Heritage Foundation and our very own Omaha Schools Foundation, there are so many great stories from these organizations giving back to the community. One that wasn't highlighted in the video is the 75 North Project. Check out this video that outlines this incredible revitalization effort.
75 North isn't the only community engagement project happening in Omaha. Another great example of engaging the community is through innovative spaces. The Dospace is a great high technology experience. I say experience because it isn't just about access, they also provide classes that can empower the youngest learner or introduce technologies to the older citizens in the community as well.
I am proud of our district and its accomplishments over the past couple of years. We have incredible leadership that creates vision that staff, students, and the community can engage in. In my area of expertise, our team from instructional trainers down to our building techs have helped infuse purpose and proper implementation of technology. The district is willing to go in areas it hasn't been exposed to. In a couple of weeks, we will introduce a mobile learning unit that will teach the North Omaha area students and parents digital literacy and citizenship. This mobile learning unit is not what you would expect. It's a flexible space, collaborative in every wall you turn to, and access to high technology that will bring digital access to many of our impoverished areas. Starting the first virtual school in Nebraska history is another example of paving the way. All good things. It's about what's best for the students.
Another organization I want to identify is Nebraska Loves Public Schools. You might have seen the t-shirt when I spoke at Microsoft's Hack the Classroom event this summer, they are a great billboard for public education. I have done blog posts about how important it is we in education tell our story, NELovesPS does this in an inspiring way with video. Check out their site:
So many great things to be proud of in Omaha. It hasn't been easy, but I know that my family is grateful for what Omaha brings to us. So thank you Omaha, thank you to my friends both at work and around me, and thank you to those who provide our students opportunities that otherwise they wouldn't ever experience.
At work, I sit at a desk for most of the day. Meetings, meetings, and more meetings. There is an importance to how we function day to day. As humankind, we haven't always been this way. The latest book I am reading is called Brain Rules. It does a marvelous job in simplifying the best ways to get the most out of our brains. The book is split into twelve sections seen below in this sketch note I made in OneNote:
I stated it does a marvelous job in simplifying how we can best get the most of our brains, but not through tips. It is through principles, and these principles, allow you to apply these strategies flexibly to your situations. For example, I love all kinds of music. I listen to music throughout the day. But I am not a musician. John Medina outlines what capabilities musicians have that help them identify emotions below:
The first section that resounds to me is attention. I hadn’t made the connection to multi-tasking, and the ability to only pay attention to one thing at a time. Makes me plan differently knowing that. Add to this the layer of multi-charged events within a 10 minute timeframe, a dash of emotion, and you have a great recipe for something to remember.
This section intrigues me. I love stress – the challenge of it. I feel like I am at the height of what stress can do for me to perform. There are times when I might spill over, but for the most part, I can deal with it. Some of it I think comes from a joy of problem solving.
Much of my stress comes from getting things done. By the way, getting things done is not really about getting things done. It’s about appropriate engagement. Many times I say to myself in moments of stress “I need more time.” Well guess what Einstein and Steve Jobs didn’t have more time. It’s not about time. It’s about space. Psychic bandwidth. Room to think. Room to get it simple. How much time does it take to have a good idea, make a good decision? ZERO.
If you have room in your mind, you can take three minutes for a powerful conversation. But if you don’t have the bandwidth in your mind, you can spend two hours playing games on your smart phone or engaging in social media. And if you don’t have the bandwidth, you take time fixing stuff. And that drains your creativity and you become stressed out.
The third section that grabbed my attention was exercise. I love to exercise. I confess - I am addicted to it. John Medina states that physical activity is cognitive candy. The impact of exercise is system wide. For me personally, it is about procedures and routines. I get up at the same time and I work out - focusing on different routines every day.
This particular section makes me wonder how do we incorporate more activity for our students during the day? Is it looking at learning spaces differently like in #LT8Keys? Is it incorporating more transitions into the instructional hour? I am not sure. I just know for students to have the best chance at learning, they need to move more.
I really enjoyed this book. There are several items I plan on incorporating daily to get the most out of my ability to remember, control stress, and perform at my best ability. Here are some of the image creations that Eileen Heller and I created during this read:
I have been fortunate this year to have colleagues challenge me to expand my knowledge in reading. I have a habit of reading articles, news, and probably could be addicted to information processing. As a society, I think we are all getting that way. Through technology and the Internet, we are inundated with information at every moment and every gesture of the hand on our smartphones. These last couple of years though, have been different for me personally.
Our first book was called LAUNCH. Design Thinking has been taking the world by storm by introducing a strategy for problem solving. LAUNCH brings this strategy straight to the classroom. For educators who value classrooms in which student choice and ownership of learning are non-negotiables, LAUNCH serves as a mentor resource for implementing these methods through design thinking and student-friendly motivational practices. I am a personal fan of the resources, personal stories, and doodles. So during the process of reading this book, I decided to doodle in OneNote about this book.
As a group, initially we chose to read a couple of books that focused in an area where we saw a need in our work here in Omaha Public Schools. The second book was Uncommon Learning by Eric Sheninger. This is a great book that outlines effective teaching and learning ideas to design the next generation of classrooms and schools. This was very timely since we had just passed the largest bond issue in Nebraska history at $421 million to renovate and build new schools. We worked through the book with a challenge at a chapter a day and put notes into an email (to facilitate conversation) that later transferred into a OneNote Notebook.
After that book activity, our momentum continued and we jumped right into another. Before long, it became the regular practice to start a book, invoke the challenge of a chapter a day, and tweet about it. Now, we have completed 8 books since last December and compiled our notes in a OneNote Notebook.
Here are the books we have tackled in their order:
Recently, Rebecca Chambers, Eileen Heller, and I co-wrote a blog post on the book Learning Transformed. It was an incredible, highly collaborative activity that brought many questions and conversations about how we could approach different educational opportunities. You can see that post here.
I have also doodled many of these books listed above as I have went along:
Currently, Eileen Heller and I are in the middle of the book Brain Rules. It does a great job of explaining how we process information and how many factors determine how we learn and grow as individuals. I appreciate it for identifying positives and some negative outcomes that we and our students deal with. As educators, it is important to look at mindfulness; learning to become aware of your environment without judging and learn to enjoy the moment, among other practices. As parents, there are certain factors that contribute to you and your kids success including: exercise, sleep, stress, wiring, attention, memory, sensory integration, vision, music, gender, and exploration—relates to this performance envelope. For me personally, the Stress chapter was one that spoke to me. I love challenges and John Medina explains what the perfect storm looks like:
It has been 5 years since we have taken a vacation as a family. We have been to the beach, to Missouri to see relatives, and to the lake many times. We just have never been to the mountains together as a family. Amanda, Aiyana, and I are pretty active people in our family unit. There aren't many days we miss workouts in a year. Colorado made many opportunities for us to explore and get some exercise in the process. Two days prior to the start of this blog journey you are about to read, Amanda, Aiyana, and I had just done a 6+ mile hike to see a waterfall in Ouzel Falls. It was cool, it rained, a very different experience than climbing Deer Mountain. The day we decided to tackle Deer Mountain, it was going to be hot and muggy.
That morning, Bailey decided to go with us. Initially I felt as though this was going to be a piece of cake for her. She surprised me a couple of months ago tackling a half marathon without having run even 5 miles total at a time before attempting it. Never even trained. Completed it. Crazy. I had no worries for her other than maybe a bit of breathing problems with the altitude.
Starting out she and Aiyana took off, Bailey dropping her iPhone without even noticing. I put it in my pocket and let them progress ahead. They got a ways ahead of Amanda and I, and I have to be honest, I didn't think it was going to be as long as it was. By midway, we were all panting a bit, but Bailey was struggling (see right).
Breaks were a necessity in this climb. There were times I thought Bailey might give up. But we encouraged her along the way. By the way, she still didn't have a clue she had dropped her iPhone at this point. One of the benefits of this climb was that it leveled out a bit at the end before a hard short climb in the end. Below is a video of that approach.
It was at this point that I thought, "this would be a great blog post!" Her progression up the mountain and the imposing struggle she went through gave me the thought of having her climb a similar "mountain" but in the process of a digital detox.
The Digital Detox Challenge
Today, we have endless cable channels, unlimited varieties of entertainment options, and countless ways to communicate with each other, all of which has led to this constant tsunami of information. I can remember when I was young that my choice to communicate was a home phone or driving to the person's house. Today the internet has changed how we communicate; we always stay connected. Technology is not bad. It is how we use it that can be problematic and questionable. Technology makes things exponential, and the pace of digital information in this mobile device age is fast and furious. For all of us today, the new "up-time" is really downtime. The climb up Deer Mountain gave me the idea to present Bailey with a challenge to do a digital detox and journal her progression through the day. She didn't know when we did the intro video on Sunday, I decided to tell her Monday that this was happening Wednesday. Below is a great article that identifies what happens to us when we do a digital detox.
As you can imagine, Bailey's summer day starts pretty late. My instructions for her was to journal her experience on paper every hour and do two reflection videos, recorded by Aiyana. There would be no access to Internet, TV, or devices for the entire day. Here was her experience:
As you can tell by the written notes below, things went well initially, but as the day progressed, she felt emotionally challenged and disconnected. Looking over these, it made me think of my own daily journey. I seem to always have a fractured attention span, constantly looking at the next digital notification. For me this is exacerbated by my Apple Watch. I think it keeps me from looking at my iPhone, but in reality it gives the outward perception that I am preoccupied and uninterested in face to face interactions, meetings, etc.
Bailey completed her digital detox in one day. In hindsight, the thoughts that went through my head were more about what does this constant digital interaction mean to sleep? Our smart phones, tablets, and multiple screens have invaded our bedroom space and am sure negatively impact our quantity and quality of sleep. I think we have a deep fear of missing out, and interacting constantly produces a feeling of connectedness and power. This exercise was good for Bailey, and good for me. Here was her final reflection video:
For Bailey, I am sure we will do this again. As we rely more and more on technology, we forfeit some opportunities to memorize "how" to do things. YouTube teaches us just about everything on the fly. Technology is not bad; it is how we use it at times that becomes questionable. I will give you one example of something that I personally continue to do but with technology. Note taking. I used to write in Moleskine journals pretty religiously. It helped me memorize and organize my thoughts. Then I moved to electronic notes. I typed them out and it didn't allow me to retain nearly what I did when I wrote them down. But with the introduction of digital inking, I get the best of both worlds. I guess what I am trying to say is, be purposeful with technology. We should make sure we practice self control and enable technology to work for us and not us working for it.
Common Sense Media is an amazing free resource for parents out there who are struggling to keep up with this ever changing social and technology mixed environment. We are fortunate in Omaha Public Schools to have our very own Lead Teacher for Digital Citizenship in partnership with Common Sense Media, Keegan Korf.
First: About the challenge
Eileen Heller and Rebecca Chambers work with me at Omaha Public Schools. Their contribution to this post has been invaluable. Our challenge was to tackle one chapter a day and I can say we successfully met this head on. If you would like to connect with Eileen or Rebecca, click on their image below:
During the #HackTheClassroom event at ISTE, I spoke about how I approach teachers that are reluctant to engage with technology in the classroom. It starts with, "What if I told you I could save you 15 minutes, would you then consider it?" With the introduction of the smartphone in our lives, think about all the little things you do with tech each day. If any of these are daily tasks you engage with everyday, there is quite a bit of time put into it. Over the last couple of years I have used IFTTT (If This Then That) to automate everything from social media posts to home automation. Recently Microsoft has introduced Flow which does similar workflow integrations but takes it a bit further. For example, lets take the use of web forms and apply some automation to it. In another blog post, I talked about my use of Google Apps in my previous district, and have seen this capability with Google Forms. With Flow, however I can go further, but let's start simple. You can begin by downloading the Flow app for iOS and Android.
As you can see below there are an incredible amount of templates you can choose from. I would suggest beginning with something like "Block out my Office 365 calendar for an hour". This "Flow" will automatically block out your calendar for the next hour. You can do this to other services as well like Google calendar and your Outlook.com calendar.
Save Some Time With Integration
All the big names are supported on Flow. For social networking you'll find Facebook profiles, Facebook Pages, Pinterest, Twitter, and Instagram. For those Google Apps users, there are Google services like YouTube, Drive, Gmail, Google Calendar, etc. You'll find sync services like Dropbox, Box, and commercial OneDrive, plus blog services like WordPress, Medium, and Blogger. Omaha Public Schools exclusively uses the Office 365 suite, so this integrates nicely with our workflow.
Social media with the use of mobile devices have made an incredible impact on us socially. Sometimes it can be overwhelming to manage all of the social media presences you might have. What makes it frustrating is that these devices occasionally overlap in what they do — i.e. Twitter and Facebook — or seem like they’d just work well together if you could just figure out a way to connect them. Where Flow comes in is that it allows people with little to no programming knowledge to make use of cutting-edge technology that can make their life easier. For example, if you tend to engage in multiple social media platforms, Flow can integrate them.
Now I Am Going To Geek Out A Bit...
When you have had the time to toe dip into some of the simple flows, and you want more, Flow allows you to engage at a deeper level with it's possibilities. Microsoft Forms is a great application when working with Flow.
The ability to utilize dynamic content from within the form creates a whole world of opportunities. I can make dynamic content available for things like sending an email or I can also use Flow to make those dynamic content areas actionable. If I use Flow with SharePoint Online, I can make this dynamic content actionable in order to start an approval process.
Now I have multiple solutions I am integrating together:
The ability to grab dynamic content, make it actionable, and do it all without the knowledge of programming is where the power is. Something that in the past, would take a admin assistant, teacher, or administrator having to engage a developer or programmer is now being presented to anyone. Engaging with Flow through some simple steps and still having the power of the cloud is pretty incredible. The promise of this cloud environment is that it will always be on and available - when and where ever you are at.
As educators we are constantly trying to find more time. With a little bit of exploration, you can find some efficiency in these tools that can save minutes here and there to bring a reality to saving time.
With ISTE behind us, it’s fun to reflect on the event that it was. You knew it was going to be big when Richard Culatta shared that registrations for ISTE had reached over 21,000. ISTE always brings together thousands of teachers, all trying to find the latest news, gadgets and education tips. This is what I love about ISTE. It is about teachers. If you want to speak with educators, hear their pain, and show them how EdTech can ease that pain and benefit students, then ISTE is the place to be. San Antonio was a great host. Arriving Saturday after a long journey of circling around in airports, because of weather, and eventually renting a van and driving, we made it in time to catch a ball game. The minor league team put on quite a show. Kudos to San Antonio!
Share. Share. Share.
This year was amazing. In all the years participating at ISTE (I have been attending since the NECC days), I have never been a part of a team that presented so much. Overall, we participated in 11 presentations or panels. We have a lot to share at Omaha Public Schools. Districts and schools listened. The transformation our district has been through the last 4 years, with the introduction of Mark Evans as Superintendent, has been systemic. When systemic change happens, it flows through every area of the district; this was evident in our presentations at ISTE.
The leadership strand I was a part of Sunday, with some amazing district leaders, delivered to a jam packed room of new members on how to navigate the ISTE Conference. In the other sessions we presented on, from our App Approval tool to our work on Microsoft Teams, we discussed the influence these tools have had on us and, at least for our Microsoft relationship, the difference it is making for educators around the world. I want to throw a shout out to Keegan Korf for presenting her heart out in the Ignite Session about how we as educators need to approach social media for the good; when done correctly, social media can be powerful in all the right ways. I am super proud of her. Keegan brings great qualities to a need across education: empathy. Even though I deny it, she has a personality that rubs off on people, even this guy. Producing positive digital footprints are important for everyone, and she is teaching us the way.
What a rush. Such an honor. To be able to share what we are doing with Teams in #HackTheClassroom was a surreal experience. Time flew by. It is amazing how Microsoft is putting an incredible focus in the area of education over the last few years. Teams is an incredible way to engage students and staff in a different way; the way we communicate today. Informal. Instant. It is important as educators to model and scaffold this to students today. Teams does that.
I want to give a couple more shout outs. First, to Kelly Means. Kelly is the go to person that I depend on to bring focus for our Planned Obsolescence of Devices strategy to our secondary teachers. She is pictured above and has also been instrumental in bringing purpose to Teams in that implementation to the classroom. Second, is to Eileen Heller, also pictured above. Eileen is the glue to making the ideas that come out of Omaha Public Schools and Microsoft work. She connects the dots. OPS would not be in its current progression through the workflow of change, around the purpose of devices and the matching environment of Microsoft Teams, without these two. They are professional and organized in their approach. I appreciate that.
I absolutely love my team at Omaha Public Schools. I am fortunate to be supported by leadership and my peers (above). This year, I was presented with the 2017 ISTE PLN Administrator Award. It has been an unbelievable experience so far here at Omaha Public Schools. Our team is outstanding. That is why I feel this award is a reflection of us - the OPS Tech Team. Only time will tell the impact we will have on the learning experience of 52,000 students in the Omaha area. I can tell you, in my 3 years since coming here, we are getting there quickly. It takes a village. I can only do what we do as a collective. Omaha Public Schools will be a progressive learning experience in the future. Technology will always be how we get there. Every Student. Every Day. Prepared For Success.
To an EdTech, the ISTE conference is the biggest and best there is. The annual conference serves as a place for exploring and exchanging ideas about education technology with educators from around the world. Each year the venue changes; this year being hosted in San Antonio. I can't remember my first time going to ISTE, but it has been quite a few years. There has been a progression to the flow to how I approached ISTE as a participant, leader, and presenter.
This year is a real highlight for me personally. I have the great pleasure of working with some amazing staff here at Omaha Public Schools. Over the course of the last 3-4 years, we have been in constant transformation. One of the great outcomes of this transformation has been about telling our story. Books like BrandED, Learning Transformed, and Innovator's Mindset tell much of the importance of storytelling and it's impact now in our current educational climate. Especially today in public education, if you aren't telling your story, someone else will.
As you can see above, we are very present at ISTE this year. OPS has incredible talent and we are sharing many of our ideas at ISTE. That is one thing I love about education, we share freely among one another. We are synced on our purpose, and that purpose is what's best for students. Preparing students for what the future brings, that is part of the promise of great education. ISTE does a great job of showing the best practices of integrating technology and aligning them to sound standards that are common language for teachers.
As of this morning, there are even more presentations we are a part of that aren't listed above. For me, this is a time of celebrating the year end and reflecting on what is needed moving forward. Much of our efforts have been in collaboration with Microsoft. This year we are sharing our work with them around Microsoft Teams with Classroom and PLC integration.
Hack the Classroom is an exciting, online, live event designed to show you what’s possible and ignite new ideas. Last year one of my colleagues and long time friend Dyane Smokorowski spoke at #HackTheClassroom on Skype and it's effectiveness in bringing experiences outside of traditional boundaries to students. This year, Omaha Public Schools gets to share our collaboration with them around Teams. Eileen Heller and Kelly Means will participate with me in a Q & A session around Teams.
You can register for #HackTheClassroom by visiting here:
The Center for Digital Education is a great resource for districts of any size across the nation. Over the course of the last three years, Omaha Public Schools have used multiple resources from within the Center to assist in our transformation. The Center has many sessions outlined above and one that I would like to highlight since I will be participating in:
Digital Districts: A National Perspective
10:00 – 11:00am
Convention Center - Room 220
As technology changes, society has changed with it. Social media and technology together are making a lasting impact on our youth. Districts must respond to these changes with thoughtful planning to align necessary technologies with instructional goals to support teaching and learning. The Future Ready Framework provides great resources to do just that. If you would like more information, go to Tom Murray's session at ISTE, it will be a great one:
What does it take to become Future Ready?
Tuesday, June 27, 2:45–3:45 pm
First, don't try to consume too much. Keep it simple. Take 3 important initiatives or ideas back to your district. Second, take notes. If you are a leader, incorporate a plan for your team to collaborate in something like OneNote. As a team, tackle the exhibit hall strategically. Otherwise, you will end up spending too much time there and not enough in sesssions. Below are examples our our OneNote collaboration in events like ISTE.
"Now listen to a story all about how my life got flip-turned upside down. I'd like to take a minute, just sit right there....... by DJ Jazzy Jeff & The Fresh Prince
Listen up. The world is still flat. Thomas Friedman was right back in 2004. Technology is disrupting geographical boundaries for us all. For example, I currently live in Nebraska and bank at Bank of America. There isn't even a Bank of America within three hours of my house. That doesn't stop my access to money or my ability to pay my bills. Technology is the enabler. It doesn't stop there. Look at the iPod on the left. Steve Jobs said "What if you could hold 1000 songs in your pocket?" It sold me and millions of others.
Although the iPod itself was not disruptive, the iPod/iTunes combination provided the means for attaining and consuming music differently. This was globally disruptive. Today Apple Music, which is an evolution from the single song/album purchase model to now a subscription model, has reached more than 100 countries. It changes how we interact and consume music as a society.
The thought of conversation has changed because of technology. Social media and the introduction of smart phones have affected all of our lives. Just think about it for a second, how has your "circle of influence" changed because of social media? I know personally, I keep up with old and new friends, distant and close relatives, through multiple social media channels. It doesn't matter what the geographical boundaries are, many times we have constant communication through Facebook Messenger, Snapchat, and Instagram. I also have three teenage daughters that I interact with on social media. Social media isn't simply a way of life for our kids -- it's life itself. Our kids are swiping and scrolling, totally transfixed by screens of all sizes. Many times we introduce them for all the right reasons, to keep in touch with them and give a level of security. Welcome to the new frontier of digital parenting.
Understanding Digital Citizenship and Digital Literacy are so important with this influx of mobile devices and mediums, such as social media, to our kids. In Omaha Public Schools, we have made it a priority to make sure we are putting our best foot forward in providing curriculum and practice around these strategies. Keegan Korf, Lead Teacher of Digital Citizenship, works directly with our schools as we roll out devices to our schools to bring purpose to this initiative. I can't wait until our mobile learning unit gets completed to do community engagement work around digital citizenship and literacy...but that's a whole other post, altogether. I am so proud of the efforts of our district and receiving Common Sense Media District Level Certification for the first time this year.
A direct effect of utilizing technology to communicate and operate as an individual, family unit, business, or school district, our "circle of influence" is massive now. We are a part of a global community whether we like it or not. We can choose to accept it, and take advantage of it, or deny it and deny the future it promises individually, as a family, or to our community. Every time we post to twitter for example, we have to understand that it has the potential to be viewed by anyone, anywhere, on just about any connected device. Next, I am going to discuss how we can be purposeful in taking advantage of all of this to bring learning experiences to another level for our students.
Boundless Opportunities in the Classroom
There are times when I wish I had access to this kind of technology experience when I was in school. Tools such as Skype in the Classroom bring experiences beyond the classroom walls into direct interaction with students. These can be virtual visits to museums, mystery skype sessions (my favorite), and great avenues for project based learning activities. My dear friend Dyane Smokorowski first introduced me to the power of this medium when in my previous district. We did a passion project that produced raising books for an African village and in return decorated our library with amazing African art. The commitment in that project made true connections between children and their world and it took a community to make it happen. Technology facilitates an opportunity to alter how children perceive their world and to leverage this tool takes community effort. Recently I was given the opportunity to mystery skype with my Partnership 4 Kids mentor classrooms while I was in New York City. I loved being able to interact with those kids and I miss them already since school is out.
Below are two great examples of bringing opportunities for amazing global collaboration through Skype. The first one was developed by our own Eileen Heller. Recently we read the book LAUNCH, which introduces design thinking strategies so that students define themselves as makers, inventors and creators. Special kudos to Eileen for making this possible.
The more I read books like BrandED, the more I think storytelling is important in education. It is important for our students, our staff, our leadership. Telling our story and understanding how to build the story stands the test of time for our knowledge delivery. The Global Goals Skype Collaboration brings that to purpose in your classroom. By building the classroom poster, or collaborating with a classroom abroad, you are exposing your students to cultural awareness and going beyond the geographical boundaries that we have always seen as barriers.
Lastly, lets talk about purpose. The new ISTE Standards give great indicators for teachers to effectively align these activities to outcomes. These standards promote Future Ready Learning. "The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process of exploration, creativity and discovery no matter where they or their teachers are in the thoughtful integration of ed tech."
In the upcoming days, you can see a guest post I wrote on EdTech Magazine's website. The post focuses on my thoughts around Windows 10 S and what it can provide education. When writing the post, I came up with two factors that I considered to be key: time and opportunity. In this weeks blog, I'd like to expand upon the notions of time and opportunity with the use of technology in education.
As an airman in the Air Force, I recall being a part of a special class that attend airman leadership school and studied Stephen Covey's 7 Habits of Highly Effective People. I remember the instructor bringing a jar onto the table and referencing how we use time. The analogy for the effective use of time was demonstrated by first placing large rocks into a jar before adding pebbles, sand and water. By doing so, everything can fit in the jar; on the other hand, if you start by filling the jar with the small things (pebbles, sand and water), there isn't room for the big rocks. This simple illustration stood in my head for many years as to how to use time wisely by attending first to the most important tasks, and so forth.
So, if time is so precious and you can't add more, is there a way to do more with the same amount of time? Think about it. The Amazon shopping experience is something that’s relatively new, but it has dramatically altered the way that we browse, purchase and receive products. I have been a member of Amazon Prime for 7 years now. Gradually, as I have learned "the ropes" of online shopping, I have done more and more of our family's shopping through that route. The time savings are massive. This is just one example of how technology adds time. Look at Netflix. At first, we relied on traditional cable when watching television and used Netflix for the occasional movie. Over time, we have moved completely off traditional cable and stream our shows via Direct TV Now and Netflix. The time savings are huge compared to the old days of Blockbuster and Redbox. The conveniences that technology brings are incredible. The introduction of the smartphone has changed how we interact. We use our phones to check into flights, wake up in the mornings and take pictures that we store in the cloud without the care of changing out and developing film.
But Rob, you ask, how does this pertain to education? Every time I talk to a teacher that is reluctant to embrace technology in the classroom, I ask "What if we could save you 15 minutes out of your day? Would that be enough for you to at least be interested?" If you asked every teacher in public schools today, “What do you wish you had more of?”, their answer would be: Time. This can come in the form of self grading quizzes, engaging parents via social media instead of face to face or phone calls and accessing information on any device via the cloud instead of staying late in the classroom. This is just the start. With blended learning, personalization of content to students can bring differentiation efficiency so that you aren't killing yourself trying to engage every student on an ongoing basis. Believe me though when I say, technology will never replace a good teacher, it will just increase their capabilities to provide a great learning experience to our students.
Opportunity is defined as the set of circumstances that make it possible to do something. I am starting to read the book "Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today" by Tom Murray and Eric Sheninger. In the book, one sentence stands out when discussing opportunity:
I have three daughters in the education system right now. They span from high school to college. One of the things I hope for as a parent is that I instill in them the desire to find out what they love to do and go after it. They will always be rewarded with purpose if they do.
So how does technology bring opportunity? Well, that can be a double edged sword. Technology can bring exponential opportunity, both good and bad. The importance of teaching digital citizenship and digital literacy are increasing as each year progresses. Many times, we focus on the negative: cyber-bullying, sexting, identity theft, etc. Technology is changing our industries, as you recall above, in the section time. We Uber now instead of taking taxis, video chat using FaceTime or Skype instead of traditional calling; the list goes on and on. As a result, most industries are changing with the introduction of automation. Many of the jobs we think of today won't exist in the next decade or two.
We should be increasing opportunity for our students by introducing those skills that make them adaptable to this ever changing environment. Introducing those 4Cs:
The promises of technology are that it can provide teachers and students both time and opportunity. If you have ever been in a full classroom that is immersed in technology devices, speed is a huge time factor in classroom management. Opportunity arises when you can both control the apps being installed, and deliver the cloud promise of working across devices seamlessly, without hindering time. Classroom spaces can be transformed and increased opportunities for those 4Cs to be introduced to students can happen more frequently. The future looks promising, too. With the introduction of augmented and virtual reality, we can bring experiences outside of the classroom, in. Today we get to embark on real time experiences with Skype in the Classroom; tomorrow you will be able to explore incredible content through these high engaging technologies that show content via an inexpensive headset.
Telling Our Story
This week, along with Wendy Loewenstein and Eileen Heller, I decided to take on the book BrandED. It fits the direction we are moving in Omaha Public Schools around actively communicating our efforts and is a great read for education leaders out there. For me personally, it was a good follow up to Eric Sheninger's Digital Leadership. BrandED starts with three foundational elements: an image, a promise, and a result. From there, you begin to build your personal brand as you develop your school brand. Through the BrandED Strategic Plan, drivers are introduced to make sure you are efficient, and in constant clarity with ongoing transparency.
Here are my personal elements:
Some of these were through reflection during reading the book, and many of them are what I have inherited from the leadership of Mark Evans.
Through our journey here in Omaha Public Schools, we have been under constant transformation. We represent the largest district in the Cornhusker state. As part of a five-year strategic plan, we passed a $421 million bond issue—the largest in state history—to further prioritize our commitment to transformation. Just this week, we came together bringing all of our school leaders to reflect on the year coming to a close.
Willie Barney, Director of the Empowerment Network, gave a power talk about what we have done. Closing the achievement gap across our poverty areas and creating partnerships in community and philanthropic avenues, we are clearly putting students first. At one point, Willie said "Now everybody get up". We said, "We are strong! We are proud!" - those words were repeated by every leader in the room. The atmosphere was alive and energy was high.
Willie went on to show growth in areas of North Omaha where growth had been measured in several different outcomes since the Empowerment Network started 10 years ago. "Much of North Omaha had not been developed in 35 years" he said. For me, this was eye opening. I have lived in this community for 3 years now. What I have seen in the last 3 years is pretty significant.
But it isn't without challenges.
As can be seen above, we have many challenges; most large urban school districts deal with similar challenges. From my viewpoint, many of these are being approached with technology. Technology can be a powerful "how" if implemented correctly. For example, we are working with the transportation team to work on new ways to communicate to parents about the status of a bus using technology.
One critical problem we are tackling is how we handle calls. Last year, the transportation department had 3 different phone numbers:
We are also making significant progress. As Eric states in BrandED, "We have to do a better job of communicating what we do. We must be part of the exchange. It gives us the best chance at connecting with our audiences and winning support for schools." It is so important for us to communicate these achievements. Otherwise, someone else will.
We are setting records; succeeding and striving to do what's best for students. We are tackling challenges, innovating, and showing progress. One area I am super proud of is our virtual school. Omaha Virtual School is the first K-8 virtual school in the State of Nebraska. Next year we will introduce 9th grade. Much of this is through the leadership of Wendy. She is passionate about the blended environment we are building for our students. As we move forward, they will be a model for what blended looks like in Omaha Public Schools. We are strong. I am #OPSProud. Let's tell our story.
What is CDE?
The Center for Digital Education is a great resource for districts of any size across the nation. Over the course of the last three years, Omaha Public Schools have used multiple resources from within the Center to assist in our transformation.
Keegan Korf is our Lead Teacher of Digital Citizenship in our partnership with Common Sense Media. Her role, along with our Planned Obsolescence of Device Strategy, is crucial for providing both direction for digital literacy and citizenship for staff and students, as well as community outreach. A couple of weeks ago we had the opportunity to travel to D.C. and participate in the Large District Fly In activities. To follow, Keegan will present some of the topics that were discussed.
Kecia Ray is a great friend, colleague, and mentor. With her transition to the Center a few years ago, she brought vision for districts on how they should approach digital transformation. Many of the resources outlined below are a part of her vision for success.
Back in 2014, Kecia and I were both named "20 to Watch", along with many other educators, that we keep in touch with today, who are shaping educational technology.
Large District Fly In
Omaha Public Schools is the largest school district in the state of Nebraska, serving twenty percent of our state's student population. You wouldn't think that serving so many students could seem so isolating. We look to our sister district, Lincoln Public Schools, but Lincoln is a step ahead of our district in providing technology access to their students. Omaha is closely following suit, but the challenges we face are not exactly parallel.
We are part of a consortium called the Council of Great City Schools, comprised of the 100 largest school districts in the United States. While we share many commonalities with districts across our great state, we find ourselves faced with more similar challenges to school districts that serve upwards of 300,000 students, as opposed to our state smaller-sized school district.
Large districts are often plagued with challenges that make introducing technology in the classroom a feat in and of itself. Access to affordable Internet at home is increasing but that access may be in the form of a mobile device as opposed to high-speed broadband. Funding for increasing device access in our schools may be more restricted than we see in our small district counterparts, or not available at all. Grant opportunities often fund technology but then, equity is compromised and often, those grants aren't always sustainable in order to create a lifecycle of upgraded technology.
The poverty that our students face creates unique barriers to their learning. Federal programs have been made available in the past to help detract from the impact of these challenges but under our new administration, that funding is now at risk. Inside of our schools, teachers combat these realities every single day. They build relationships with students and open doors to opportunities those students may not see outside the four walls of their classrooms. For educational technology leaders in large school districts, it is important to tap into relationships by bringing people together who share common challenges in order to best meet the needs of our students.
The Center for Digital Education provides an opportunity for representatives from large school districts across the United States to participate in an annual event called the Large District Fly-In. Earlier this month, Rob and I had the opportunity to attend this year's event in Washington, D.C. A valuable highlight was the collaboration among our peers during the "Hot Topic Round Table" discussions. We developed relationships with our tablemates and had awesome discussions with our new friends from Miami-Dade Public Schools, Cypress Fairbanks ISD, and the U.S. Department of Education. Topics addressed the following prompts:
This experience provided not only the chance to build important relationships with our large district peers, but it also provided insight into other ways that we can approach and tackle issues that our large districts face. Some of my takeaways from that experience were:
The Center for Digital Education provided a unique opportunity for large districts to collaborate, advocate on behalf of students from across the country. Their resources engage educators with critical information to support the work we do.
Digital District Submission
Each year the Center honors the top-10 districts in 3 size categories. The survey generates top-10 rankings for districts that excel in the use of technology to govern the district; communicate with students, parents and the community; or improve district operations. One thing I would point out: it is a lengthy process. However, even if you know you have some transformation growth needed, this is a great process to go through each year to determine the areas your district can work on. In my previous district we were fortunate to make the top-10 rankings 4 times.
There are a wealth of activities the Center offers in the area of thought leadership. Whether you are a Superintendent, Chief Academic Officer, or Chief Information Officer there are opportunities for professional growth and networking. Digital Education Leadership Conversation or DELC is an event that I personally take part in that generates great conversation around challenges and initiatives driving education.
This is where the good stuff is. If you visit the Center website, you will find a section called "Papers". This is a great area that you can get digital copies of content that you can use to address and transform your district. Kecia has done a great job of reintroducing both the magazine Converge as well as these into paper form. I have had many of these sent in multiple copies to the district to use in our conversations here in Omaha Public Schools. Here are my favorites:
New York City - Microsoft
What an experience - New York City. I got to hang with some amazing educators and Microsoft leaders. Microsoft has truly stepped up to the plate in education the last couple of years; looking at purpose has become a great model for them. During the showcase after the keynote, I looked around and could literally see the focus: Windows 10S, Minecraft in Education, Mixed Reality, Surface Laptop, and of course Microsoft Classroom experience in Teams. We are fortunate in Omaha Public Schools to be able to work with the Microsoft Development Team on this experience.
One of the most memorable experiences was listening to Satya Nadella discuss his story. He started with his Great Grandmother in India and the decision on which son would go on to education. Satya's Grandfather was the son who got the education, and allowed opportunities to flow down lineage to Satya. His perspective on the value of education, and how technology can empower every person to achieve more, was the focus of his keynotes. "Technology alone can't provide the necessary education. Dedicated Administrators and Teachers, and involved communities are the ones changing education. Technology is the tool that empowers their creativity and their ingenuity."
Here are some pictures from the Microsoft Event.
A huge highlight of my trip was being able to Mystery Skype with my P4K classroom back in Omaha: the Skinner Elementary students that I get the opportunity to spend time with throughout the year. These kids help my heart; I love spending time with them and it was awesome to have them guess where I was at. One added bonus was that we were able to get them BrainPoP next year for free, since we talked Moby into it.
Of course I went to a Yankees game while I was there. Yankees came back to take the lead in the 7th inning, beating the Bluejays.
The Hill - Washington DC
Over the last 4 years our district has been in transformation mode. Much of our success is due to the ability to deploy a robust infrastructure to support the changes we want to see in the classroom. In December of 2014, E-Rate changed it's Category 2 funding to support the proliferation of WiFi in schools. This was key for us in Omaha, along with passing the largest bond issue in Nebraska history in November 2014. Both of these mechanisms allowed the district to move quickly to developing the network experience the district needed for initiatives coming down the road. In just 3 years, we have been able to experience $6.4 million in funding to support our infrastructure and internet capacities.
Keegan Korf, Lead Teacher of Digital Citizenship, and I had the opportunity to tell our story to Congressional members in D.C. It is a great story and is encompassed in this letter and points of pride document below.
An additional highlight of the trip was meeting directly with Senator Fischer. I appreciated how engaged she was in what good things we are doing in Omaha. We discussed many of the issues that we face in education locally, at the state level, as well as nationally. We also got the opportunity to discuss our Omaha Virtual School, the first in Nebraska history, and its ability to provide opportunities to students we hadn't served before.
Finally, we get to providing opportunities for future leaders of OPS. Our LAUNCH program provides existing staff a pipeline to school and district leadership. This last session we were able to introduce the Future Ready Framework and have Tom Murray, Director for Innovation for Future Ready Schools, a project of Alliance for Excellent Education, speak. Tom did an incredible job talking about his experience as a Principal, Director of Technology, and national experience in working with all of the sponsors of Future Ready. We had an incredible positive response from the LAUNCH participants and look forward to introducing the Future Ready Framework here in Omaha, as well as the State of Nebraska.
I am fortunate to be a part of the Future Ready Thought Leadership at the national level. District leaders must recognize the potential of digital tools and align necessary technologies with instructional goals to support teaching and learning. The Future Ready Framework helps align the correct measures and prepares schools and districts to make their best effort in providing a personalized learning experience for their students.
To learn more about Future Ready, click below.
We have an incredible story here at Omaha Public Schools. I invite you to visit our Transformation Site to see this journey.
Leadership plays an important role in education. The way I define leadership is one's ability to establish a following among a group of individuals. So, I'd like to dissect that a bit. Obviously, in order to begin you must know yourself and your team. Without this fundamental principle you won't be able to play off strengths and weaknesses to create evidences of success. If you spend some time around me, you will hear the phrase "evidence of success". In terms of leadership, I feel it is paramount to create an atmosphere that bleeds constant improvement. I remember watching a Leadercast session last year where Andy Stanley said, "clarity trumps integrity". Although both are non-negotiable, it is interesting to see the value of clarity. Constant improvement cannot happen without clarity; aspects of clarity get into the collaboration and communication of a leader. In a book that I am reading, Digital Leadership by Eric Sheninger, the author talks about branding. I think he is right when he says, "Does leadership brand impact school culture? You’ve created your relational brand. Connect it to school improvement. Communicate brand promise for improving your school’s culture, achievement, and resourcing." A clear brand as a leader builds rapport and confidence in both you and the people you lead. Branding today involves social media. My presence on social media really comes in multiple forms, but one identity: showmerob.
I grew up in Missouri - the "Show-Me" state; therefore, the identity showmerob. Leaving for the Air Force straight out of high school, I had many opportunities to travel. Married at 19 and having 3 kids by the age of 26, I got experience early as a leader in my role as a parent. In the military (I don't let these pictures get out often) I got the opportunity to be in a cohort that received training on Stephen Covey's Seven Habits of Highly Effective People and Principled Centered Leadership. One of the main points I learned from that experience was that nothing is ever finished, you have to be in constant reflection as a leader and ready for change. Leaving the military for education, I was fortunate to be influenced by several great examples of leadership. I am going to name a couple of individuals that have influenced and mentored my journey so far:
Of my many mentors, one person stands out. This year will be my 12th year working for Mark Evans. Mark brings so much to the table as far as leadership. He understands that a leader develops the talent around himself. One thing that defines Mark is his desire to do what's best for students; this is his brand and if you spend even five minutes with him, you will hear this phrase. Mark is approachable, and able to hold a conversation with any staff member without intimidating them. He has transformed any district he has been in. By far, there is no one that has taught me more about leadership than he. What we have done in Omaha Public Schools is a direct reflection of the leadership he has brought.
Digital Leadership in Education
In education, when leaders get it right, it's like catching lightning in a bottle. It becomes one of the most treasured elements to transform the staff's experience from one that drains and discourages, to one that energizes and empowers. I don't like the term digital leadership; it should be just leadership. Just like e-learning, today's investment in technology is implied, it's just learning. I am going to reference the Future Ready Framework now, as it really gives a great insight on the needs of leadership for students to thrive in the 21st Century. I have the distinct pleasure of being a part of a great team of educators at the national level that focuses on Future Ready in the IT Strand. The framework provides a road map in different gears or domains that support a district's digital transformation. The following is straight from the Future Ready Framework:
The elements that comprise the Collaborative Leadership Gear are:
No matter your leadership position, if you are in education, you should check out the Future Ready Framework.
Where Do You Start...
There is no perfect plan to become a leader. This has been my experience and how I have grown as a professional and hopefully a purposeful leader. Here are some things I would do if I had to start over:
I am fortunate to have an amazing team here in Omaha Public Schools. They accept my ideas, no matter how crazy they are sometimes. Leadership comes from influence, and influence can come from anyone at any level and in any role. Being open and authentic, using empathy, and helping to lift others up creates the circle of influence you have.
Once Upon A Time
It's funny to start a title like this, but this is a great story. Once upon a time just a few years ago, I got to experience NETA for the first time. There were great sessions filled with engaged educators that were producing amazing learning experiences for students - but there was something missing. Although the largest district in the state, Omaha Public Schools didn't have much of a presence. In 3 short years, this has changed. This year there were incredible opportunities shared from this great group of educators; to follow are a few I was fortunate enough to experience.
Look below.... After some research this isn't all of them... #OPSProud
First Virtual School in Nebraska History
2017 #20toWatch winner, Wendy Loewenstein, and Tom Gamble present on starting the Omaha Virtual School. It has been interesting starting this initiative without virtual school verbiage at the state level. Real blended learning is happening everyday for these home-schooled students. Right after this session, they presented on Minecraft in Education which has been infused into daily activities.
30 Pearls of Wisdom
I'm not sure if it was the free pearls being handed out, or their presentation but I wasn't able to even make it into the room with these two. Great turnout for Kelly Means and Jodi Brown.
With Great Power Comes Great Responsibility
This one is near and dear to me. Wakonda is an amazing example of a successful turn around school story. The transition replaced the principal, all but four teachers and transformed student learning using technology. Rebecca Chambers and Missy W discuss how they used a gradual release model and infused behavior strategies to create success for students in this North Omaha school. As a result of their efforts, Wakonda became a Microsoft Showcase School in just 2 years.
Gamify Your Professional Learning Now!
Dr. Rony Ortega is one of my favorite principals. He demonstrates the value of modeling effective use of technology for his staff. These guys at Buffett Middle School have their focus on providing effective professional development with their staff. Good things are coming soon with this school. #staytuned
Augmented Reality w the Microsoft HoloLens
Probably my favorite interactive session of the day as Eileen Heller and Melissa Cleaver got up in front of everyone and setup 2 HoloLens units to demonstrate ways these devices will change how students can experience different virtual activities. Everyone that wanted to put on the units were able to - and wow - they loved it.
Connecting Families: Engaging and Guiding Parents in a Digital Age
This one goes out to Keegan. She is thoughtful and presents topics such as digital literacy and citizenship in a manner that our parents and students understand. Here is the sway of that presentation.
She also posted a blog today on the topic of using social media to create a positive digital footprint.
There were many more valuable sessions; I invite you to visit the NETA site to get a list of the presentations and handouts. Omaha Public Schools is becoming a leader in the area of purposeful technology. Am I bragging? You're damn right I am because I am #OPSProud of them. I feel fortunate to work with each and every person in OPS. Always realize the work is never done – it is important to stay in constant reflection so you know the next course of action.
In today's world we are surrounded by technologies that make our life more engaging, convenient, and spans geographical boundaries never imagined before. As smart phones have expanded down to the reaches of our children, social media has played a big part in how we communicate. I remember the first social media platform I posted on, MySpace. It was a place I could share content that interested me. Videos, pictures, etc would be posted. Social media has come a long way since then. Now, we have shifted more to authentic conversations. What's different, however, is instead of speaking in conversation, we provide multi-modal pieces of content. For example, I have a personal group called "The Mexico Group" in Facebook Messenger. Love the people in this group, really fun bunch. If you were to look chronologically, you would see a mix of text, links, images, video, bitmojis, etc characterizing everything from feelings to discussion topics at the time. It's a great platform to participate in this kind of activity. However, I engage with a couple of people in the group individually in iMessage partially because of convenience, and partially because of features such as FaceTime. Which brings the question, does fragmentation of conversation happen because of the multiple social media avenues we use?
Look at the picture above; this is an old picture taken back in 2012. At the time, Emily and Aiyana were playing Words with Friends, Bailey was playing Temple Run and Amanda was browsing the web. Not much has changed today. Let's take a look to see how each of my girls interact via social media.
This is the part where I feel old. I engage with my daughters regularly via social media but using different platforms for each. Much of this is for convenience for them, but also because certain platforms I am not ready to unleash and engage because of age, digital literacy level, etc.
Below is a video of Bailey, the youngest of the three. She is explaining what platforms she engages with day to day.
As you can see she mostly uses Instagram and Facebook for social media. For conversation, she uses Instagram Direct Messages and iMessage. Next we will hear from Aiyana. Each one of my kids are different. Aiyana is no exception to different. Please excuse her eating habits during the creation of this video.
As you can imagine, things begin to get different with our oldest, Emily. She is 19, going to college, and gaining independence from us. We begin to choose the platform that she most engages in. I think this becomes a pivotal point. Social media changes frequently, and companies come and go. What happens if the platform is different between each of them? How or can we capture those moments we want most?
As you can see Emily engages in Snapchat frequently. Yes, at its core, Snapchat is used to send photos and videos to friends. Your friends can view snaps for up to 10 seconds, and then the snaps disappear. Snapchat is unique in that all photos and videos only last a brief amount of time before they disappear forever, making the app unique in nature, though you can take a screenshot of all the snaps you receive to save them in picture form. You can also save your own snaps before sending them to friends or to your story. This workflow makes it difficult to reflect on the history of conversation. But that might be the point.
As you can see, I engage my kids in what they choose as they get older. It is important to meet them where they are at. I do draw some lines a parent. A good rule of thumb that I remind them of is to not post something unless they are ok with their Grandmother seeing it. I don't allow my younger two at this time to engage in Snapchat. As parents we have made the personal decision to have our kids wait until they get older until they engage in Snapchat.
In education in general, I truly believe in student choice. Digital Literacy and Citizenship is so important though. Keegan Korf (right) is the Lead Teacher for Digital Citizenship for OPS. I love the role that Keegan has in the district, especially as we provide digital access and equity. Having that role in education is a non-negotiable with how technology has influenced the classroom and society in general. Whether you are a parent or an educator, it is important to identify how you can engage your kids or students. This can be crucial in their growth as a digital citizen, as well as your growth. We are all here to be life long learners.
If you would like to see how Omaha Public Schools is approaching Digital Literacy and Citizenship, check out our Transformation Site below.
This Would Be A First
We wanted to create something different. Mr. Evans and I had done this before; just in another state and district. For Mr. Evans, this would be his third successful virtual school. I have learned much from his experiences. This one would be a first for the State of Nebraska. How could we offer virtual schools in a state that didn't have verbiage? Where would we get the talent that could offer a great experience to students? We were about to find out.
The OPS Way
The Omaha Virtual School is led by Wendy Lowenstein, 2017 NSBA 20 to Watch recipient. During this first year, the Omaha Virtual School is open only to home-schooled students, providing a mix of face-to-face instruction and online lessons. That's how we designed it in our previous district, Andover. This time though, we weren't competing with 87 other virtual schools in the state, we were just competing with state verbiage that would restrict us. Nebraska is one of seven states in the US that doesn't offer legislative verbiage for virtual schools. But that wouldn't stop us. Students participating in Omaha Virtual Schools will be given a laptop so they can receive instruction primarily in their home. They’ll also be required to report in person once a week for face-to-face activities at the Metro Community College floor of the DoSpace, a flexible classroom space inside a high tech community library. Teachers are state-certified and employees of OPS, and the curriculum is aligned with Nebraska standards.
How Does This Change Learning?
Obviously the virtual school approach is different. It isn't completely online, nor is it the traditional brick and mortar face to face. It's blended. The goal is to create capacities at every grade level and every content area. At that moment, you have a knowledge owner in every area we teach in OPS, in day to day practice of blended learning.
The virtual school provides the mechanism for what blended learning best practices should look like. The Instructional Technology Team operates as the vehicle for professional development to get schools through the transformation of traditional instruction to blended learning. A mixture of Planned Obsolescence of Devices, Infrastructure Initiatives, and Digital Citizenship is sprinkled along the way to make sure it is successful.
What Does The Future Hold?
The goal of the Omaha Virtual School is to provide a new learning style, while also providing learning experiences to students we previously haven't served. Sometimes the verbiage of school choice gets a bad taste in the realm of educators, but this does just that. What if a student was at a magnet school that offered what was needed in that particular magnet theme, but didn't provide a class like Mandarin Chinese? If we could offer that course for that student while they still attended the magnet school, isn't that what's best for students? In the end, the goal is to provide the opportunities needed for students to succeed.
It's funny when someone makes the suggestion on a blog idea. This one is important though. I can't think of a time in my life when so many changes were happening at one time, both locally and nationally. Many of these changes are driven by political views, not about what really matters, our future. I am not here to display my views, but to emphasize why it's important to tell our story.
My Favorite Story Teller
I grew up in a small town in Missouri and the old saying "it takes a village" was very much my story. Raised by a single mom that had to work multiple jobs to make ends meet, many people stepped in to help out. My Grandpa Bradley has always been there as a father figure, as well as my Uncle Randy; the two of them truly helped shape my personality are paramount in the foundation of who I am as a person. One of my favorite things about my Grandpa is that he always has a story, and usually one that involves groups of people laughing uncontrollably.
One particular story he likes to share was the time he took me to Colorado when I was 10 years old. Let me point out that I was his only grandson, and therefore pretty spoiled. We had just passed the Air Force Academy as a gnarly gang of motorcyclists passed. Grandpa said, "Roll down that window and tell them boys, do you know who I am? The only grandson of Bradley Burr, that's who!" So I did it - to every motorcyclist that drove by - must have been 30 of them.
Grandpa tells important stories too; since my mom, his daughter, passed away almost 2 years ago, he's been good to tell me stories I've never heard before about her. He talks about how she would take risks - I won't share what those were - but I think I got that skill from her. She would have turned 63 today.
My Grandpa continues to teach me how important it is to pass meaningful stories down the line. I want to make sure my kids understand these same values. What does this have to do with education you may ask? Next I'll discuss why it is important in education to tell your stories; otherwise someone will tell it for you.
You read it everywhere - stories that attack public education. The appointment of Betsy DeVos to education secretary, an avid supporter of the school choice and charter schools, has caused concern across the United States when it comes to funding and the direction the federal government want to take public education. While many of us are aware of the countless hours of dedication and service happening for our kids everyday, our community may not always be as aware. As educators, each of us have a role to play in helping our external audiences understand the contributions made inside our classrooms each day. Now more than ever, we have an opportunity to inform people about the innovation, the magic happening at our schools.
Importance Of Teaching Students How To Storytell
Several years ago, I had the amazing opportunity to work with Dyane Smokorowski and Shannon Fisher. Dyane, through digital storytelling, showed me how students make connections to interdisciplinary skills. Shannon, did the same, but through a unique way of producing stop motion videos. Both examples can have a magical effect -- moving, enlightening, or entertaining audiences of any size. Think of movies you adore, movies you could watch again and again - those are meaningful when they showcase their learning. This is a really good vehicle to introduce project based learning into your classroom. It allows students to build context to content.
Things to keep in mind:
A great tool to showcasing student work is Sway. It’s a new way for you to create a beautiful, interactive, web-based visual of your ideas, from a mobile device or browser. It is easy to share your creation and its modern design forms itself to look great on any screen. Our Transformation Site that I reference below utilizes Sway to display much of the content displayed.
Announcing our Transformation Site
At Omaha Public Schools, we have worked tirelessly to transform learning through our work with our 5 year Strategic Plan. Much of this work has technology purposefully embedded as a priority. Through this Strategic Plan and the passing of the largest bond issue in Nebraska history, we have accomplished much in the last 3 years. Today I would like to share with you our Transformation Site. This site was produced by our instructional technology team and helps us tell our story on how we have:
So whether it's listening to amazing stories from family and friends, teaching students to create stories to make learning authentic, or as educators telling our story so that someone doesn't tell it for us, the activity of storytelling engages every culture as a means of entertainment, education, cultural preservation and instilling moral values. What will you do today that will make for a great story tomorrow in education?
We all have them. Devices. You carry your laptop to meetings, might watch a movie on a tablet, and let's not forget how attached we are to our smartphones. Those aren't just the only computing devices either. Now we have smart watches, fitness trackers, and other wearables that are constantly informing us, alerting us when we have something to take care of and/or monitoring our activity to tell us how much we should move throughout the day.
In education, we mostly identify devices in our learning experience as "Bring Your Own Device" strategies or District provided technology.
Recently, Omaha South High School moved to a Bring Your Own Device model. BYOD (bring your own device) is where students and staff are allowed to use personal mobile devices on the school wireless network. There’s a lot to consider when determining if implementing BYOD in your school is the right move.
Here are some considerations:
These are a few considerations; however, the benefits can outweigh these factors. BYOD can be used to promote digital citizenship. In addition, students take control of ensuring that their device is working, instilling a sense of responsibility. Also, costs can be saved but keep in mind, you may be shifting costs to infrastructure for role based wireless such as Cisco's Identity Services Engine to provision and secure network resources.
When it comes to digital equity and digital curriculum deployments, providing the device makes most sense. The number of schools and districts moving to 1:1 is accelerating, and the there are many lessons we can learn from the pioneers. Technology is only effective as a learning tool when educators have the skills to use it in an instructionally sound and effective way. Through introducing instructional technology into our Best Instructional Practices Handbook, providing effective professional development through our Microsoft Innovative Educator Program and Instructional Technology Leadership Cohort, we have been preparing for the massive introduction of devices through our planned obsolescence strategy.
There are some considerations though:
To keep students safe online and guide the appropriate use of technology, I cannot express enough the need to develop support policies that provide a framework for effective operation and application, both in BYOD and District provided strategies. These should address all aspects of technology use across all stakeholder groups, from high-level policies governing web filtering and access to low-level policies around digital citizenship and acceptable use agreements.
This is the challenge. Do you allow the proliferation of multiple devices through BYOD, or standardize devices through district purchasing decisions? I think it is both. Yep. Both. In the end, I think we will all move to allowing devices to be brought in while also standardizing on the experience. It is what's best for students. It's all about learning. When you need just-in-time, quick feedback, have the students use their smart phones. When you want each student to experience the exact same learning environment, hand out the device. Soon, both will happen in the classroom through technology. The challenge will be how we prepare and grow teachers' digital literacy to make this possible through classroom management strategies.
This week has been a big week. Interviews for a new Superintendent, approval of an $8 million purchase of devices, and let's not forget the bond initiatives. Successful technology implementation takes much more than just getting devices into the hands of students. Staff buy-in, quality training and ongoing support are all essential to creating a digital district here in Omaha Public Schools.
Start With Why
Everyday we see technology so frequently that we don’t even think of it as technology. It seems to be more accessible than ever before. With the proliferation of digital devices, we now have the ability to connect to the world anywhere at any time. Take for instance, Skype in the Classroom. You can choose to engage students in virtual field trips, participate in mystery Skype sessions, and work on Skype lessons. Skype lessons are an amazing opportunity for students to get connected with hundreds of global professionals and experts on a variety of topics.
When we decided to make these types of decisions for students here in Omaha, it was important to gather information and make it purposeful. It makes sense to start with empathy. We talked to teachers and students about what they needed. We didn’t ask what device they wanted. Many districts across the nation drive this decision making process from the top down.
However, choosing the right devices can be daunting. In our case, the district has made significant investments in IT infrastructure through the bond issue, but access to devices has been limited due to a lack of planned obsolescence strategy. No district in the land has succeeded with a full-on transformation to digital curriculum without first grappling with its “underbelly”— the network infrastructure that sustains 1-to-1 and bring-your-own device usage in the classroom.
To create a fair and equitable environment for all students, ask these questions before implementing new devices:
Omaha Public Schools hasn't had a district strategy before for the life cycle of devices. As you can see from the above infographic made by Kelly Means, this shows that over half of district devices are four years old or older. Also without a district life cycle plan, it becomes a school's leadership initiative whether to emphasize technology and its use or not. This makes a student's experience with technology circumstantial. How does that prepare them for the future?
The influence of Kelly Mean's leadership through this initiative was powerful. She brought a level of understanding that I could not provide. She brought institutional knowledge, content knowledge, and working relationships with school leaders that moved this initiative forward.
Also as a initial requirement for each building, and knowing digital citizenship/literacy had to be built at the teacher and student level, it was decided that as the influx of devices was introduced, we would require each building to become Common Sense Media Certified.
Build A Set Of Requirements
Below shows our process of information gathering. The Planned Obolescence interview group consisted of:
We designed the process so that there were several touch points with two interviews to make sure we gathered requirements for the classroom and gather a vision of where they wanted to be. Below are examples of our data gathering and how we organized it in OneNote.
After gathering the information we then used the monster wall on our floor to write the entire plan and quantify what the project scope would look like.
Professional development for teachers is critical to the successful use of technology to improve the quality of learning in the classroom. A spring 2015 survey by Samsung Electronics America and GfK found that:
Professional development should be an integral part of a school or district technology plan and should provide for ongoing and integrated technology training for teachers. Our process for this involved several layers:
As OPS moves down this digital direction, it is important to define and scaffold an approach to teaching and learning that fuses the tenets of rigorous and relevant instruction with an exceptional, discerning application of digital tools. Initially for us, this was the introduction of our new ecosystem, Office 365. As we move forward with access, this will continue to evolve with digital curriculum and content strategies. We should allow students to use the digital-age tools that they are using on a routine basis outside their walls, which is different than OPS has practiced, but the outcomes make student learning experiences more relevant and meaningful. Our Instructional Technology Team is pushing technology with purpose and aligned to our Best Instructional Practices Handbook, and which will help our students gain the 21st Century skills needed to compete in the real world.
Microsoft in Education Video on our Surface Pro Deployment
Another great resource is the Center for Digital Education. They have a great Guide to Devices whitepaper that is linked below.
What Is Digital Inking?
Digital Inking isn't new. I remember in the mid 90's messing with an Apple Newton that had a stylus and a program called Calligrapher that introduced hand writing recognition. Later when Personal Device Assistant popularity rose, I carried everything from a Palm Pilot to HP's iPaq with Windows CE. All of these devices incorporated a stylus with some form of interaction, but was lacking in quality. Today, I carry a Surface Pro 4 and I wouldn't change much of my experience that I receive. The digitizer in the Surface Pen is pretty amazing. The result is an experience that feels like true pen on paper in terms of accuracy, sensitivity with zero latency. A normal touch-screen tablet only allows for 'finger painting' type inking. I hadn't always used or considered using digital inking on a primary device.
My Past Device Experiences
For years I have been a mac geek. I have had every iPhone, just about every iPad, and until recently sported a Macbook Pro since the Powerbook G3 black days. I remember when imaging a Mac was as easy as dragging the hard drive over to another hard drive and copying it over. I have had the luxury (or not) of working on every OS X version released. So it might surprise you that a mac doesn't sit on my desk anymore. I would have to say it began with empathy. When we decided to deploy a Surface Pro 3 to every secondary teacher, I thought it was good practice to experience the device myself. The first two years of my journey here with Omaha Public Schools has been with a Surface and a Macbook Pro. This year I have chosen to go solo with the Surface Pro 4. Most of my reasons are because of productivity. One reason in particular, I was finding myself touching my Macbook screen gesturing window resizing, much like I do on my Surface and iPhone. After my migration from Evernote to OneNote, digital inking has become a non-negotiable. I have always been one to draw my ideas and plans on a whiteboard. Below is a picture of my previous office in Andover, I was surrounded by whiteboarded walls.
My office in Omaha doesn't have this much white space, but the team uses OneNote as a staple for our progress. It acts as a repository for many different types of files and has unique organizational features to keep data on hand and easily retrieved. Whether inserting a PDF printout, a Sway, or checklist, it really has flexibility of file-types covered. The real power comes when you introduce digital inking. When you expand input by enabling the ability to annotate images, maps and graphs and to write symbols, take notes and draw straight onto your device, you gain context to content.
The Future Of Input
Today we ask Siri where the closest Starbucks is, or ask Alexa to set a timer for our meal in the oven. With the introduction of wearables, the Internet of Things, and personal assistants, we are blurring the lines of the traditional inputs of the past. The need to learn how to place your fingers on home row has really disappeared. What is next? As I see it now, the introduction of Artificial Intelligence and the increase of connected devices will see the rise of augmented reality. All of our inputs will be interfaced, not just typing, or gestures, or speaking. In the same way memorization has less meaning, and we place more meaning in the ability to filter and think critically about the influx of information at our hands, we need to evolve in our ability to understand input change as well.
Here are some examples of my sketchnotes
Here was the initial drawing:
Recently, I had a coworker of mine suggest I explain an infographic that I have posted several times. That infographic, shown below, is a 2014 visual representation of several meetings and brainstorm sessions. It represents change. Meaningful change has and always will begin at the individual level. For me, individually this represents organization; for you it might look like chaos.
The District has always had a Tech Standards Committee. It was a representation of Information Management Systems Team and Curriculum, Instruction, and Assessment. As we have progressed forward as a District both with the Strategic Plan and Technology, we wanted to expand representation. Currently this committee is busy overseeing the approval of Apps and Hardware processed through our new tool. As you can see by the connection to the Innovation Academy, the thought was to create an "innovation loop" that allows new tools to be introduced and provide a mechinism for effectively vetting solutions in the classroom.
Professional Development is one of the most important supports a district invests in. We are producing life-long learners. We should as educators, parents, and community members model this self improvement throughout our walk. Initially the purpose of the cohort displayed above as the "Innovation Academy" was to provide the supports for our implementation of Office 365. As we have progressed, this cohort has expanded in members and the solutions we have introduced.
This term has now moved more towards "Innovation Librarians". I can't think of a more important role in the change effort to introduce project based learning activities, understand content, and the importance of inquiry in student learning. This video explains it perfectly:
Librarians are a central hub to every school. Movement to the Maker-space, 1:1 initiatives, and digital literacy all play an important part of libraries across the country.
As learning environments change, the need for systemic technology cycles for devices and other technologies becomes increasingly important. As digital equity becomes more important to all educational environments, the acquisition of technologies also becomes important. We started this process focusing on data. Introducing Brightbytes into this process was an important step to gather where we were at, and how to effectively measure where we want to go.
We are currently in Year 2 of our planned obsolescence of device strategy. In Year 1, we delivered Surface Pro tablets with wireless display adapters to every secondary teacher in the district. This year is focused on secondary students. Below is a Microsoft in Education video highlighting our Surface Pro initiative.
Year 3 and 4 will be focused on elementary schools. The emphasis of our "Innovation Acadmy" cohort will evolve into focusing on the importance of teaching digital responsibility, citizenship, and the creation of positive footprints online. This shared vision is meant to provide the necessary supports to transform classrooms and expand learning to make global connections, visualize data, expand inquiry, and engage students using technology.
I hope this post brings clarity to the infographic and an awareness to our initiatives here at Omaha Public Schools.
In today's world, we constantly create information. Whether posting something to social media, or watching our favorite Netflix show, we generate information at a high rate. Buzz words like Big Data, Machine Learning, and Artificial Intelligence scour our landscape today. If you shop on Amazon like I do, you are provided with countless recommendations based upon your interests, clicks, and buying history. Much of this is what we want, there is a level of comfort knowing we can easily click and have something delivered in a couple of days. When we think about our kids, our students, and even ourselves - we need to be thoughtful of the digital footprint we are creating. This post isn't about compliance, but in the next section I will briefly discuss it.
When we talk about data privacy from a district perspective, most of the time it is aligned with compliance. Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects the privacy of personally identifiable information from student education records. This as well as other data privacy protected initiatives such as:
Personal Data - My Example
Now let's take a look at my family. This picture, shown above, was around 4-5 years ago in Kansas. This picture was taken as I was walking down the hallway and noticed everyone on devices, with the exception of our dog MJ. If you notice, everyone is engaged. Engaged with social media, the cloud, and even engaged with each other. I do remember Emily (far left) was playing "Words With Friends" with Aiyana (just to her right). I am sure this type of picture is common among families across the country. We document our lives via social media on a daily basis:
With this type of exponential growth, we need to think about our digital footprint and the story that is being told. On one side, digital citizenship is extremely important. If your digital footprint isn't a positive one, you could lose opportunities for future careers and post secondary admittance. This outlines just the personal data that is generated by our use of technology. Let's talk now about the business and enterprise landscape.
A Changing Enterprise Environment
Gone are the days of on-premise solutions and collaborating while you are in the office. In today's world, we increasingly integrate our office work with our mobile devices, extending outside of our offices as well as our work day. Businesses that have shifted to the cloud are now looking at a new landscape, the multi-cloud. In this article below as a study done by Microsoft, "nearly a third of organizations work with four or more cloud vendors."
This produces several challenges. First of all, how do we secure the data, and secondly, how do we keep data "sprawl" from happening. Below is a graphic of our current environment at Omaha Public Schools. As you can see, it is becoming increasingly complicated. It is important to note, many solutions don't require student data outside of the typical directory information outlined in FERPA. But over time, data that is generated can be identifiable and become necessary to protect.
As this environment becomes more complicated, we are putting things into place that will ensure the data privacy recommendations we want to enforce. First, in a previous blog post, I outlined our creation of an App Approval Tool. This process gives the ability to vet an app both for data privacy and security, as well as instructional use. Secondly, we have put together a Student Data Privacy Agreement that is being implemented with each of our cloud providers and outlines our expectations for data privacy through their system.
Our work through these measures will continue to evolve as we adopt and create meaningful experiences through the use of technology for our students.
These posts are personal. They are not reflective of the Omaha Public Schools District.