Group items tagged

In Forsyth, the district uses radius servers for centralized network management. This device identifies the districts’ computers, allowing them access to the network according to their status. Laptops that don’t pass this test are put on the district’s virtual lan. This gives them online access while keeping the user behind the district’s firewall and within its Internet filters. It keeps these computers—and their users—away from the district’s network.

Murray’s Pennsylvania district scans each notebook before it can connect to the school server. Clean Server antivirus software is one of the tools it uses to avoid “malware” and worms. Also, the district’s scans point users to free patches and service packs that are needed to keep security up to date.

Compatibility seems to be less of an issue each day as more online applications become available.

schools can turn to the growing number of free online tools available to all.

Classroom management is another potential worry. If college professors feel like students sometime use their lectures as a quiet place to fool around or get other work done (see sidebar), then what chance do K–12 teachers have of getting—and keeping—25 students on task?Teachers in Pennsylvania use classroom management software (a small software download) to keep control. Murray says this program allows teachers to take complete control of each laptop if they want, pushing out their lesson to each screen, blocking all work with a single button, and even using the pcs as glorified personal response devices.

The last big hurdle to make this policy a reality in more districts is one that can’t be cleared with a simple software program. It is instilling the idea that teachers will no longer be the dominant information delivery for each class.

“How do you get teachers prepared to teach in a classroom where everyone is a teacher?

“Professional development is key. We have instructional technology specialists at every school. These folks are not the fix-it people but certified teachers [usually from that same building]. It’s a peer.”

“There’s an explosion of social activities” that computers enable, Murray says,  from talking with people worldwide to keeping in touch with like-minded groups through Twitter to having students take virtual field trips halfway around the world, or just down the street. Science students can do an online dissection with step-by-step analysis, or math problems where a simulation can help illustrate a difficult-to-grasp concept, he adds.

Teachers need to think about teaching in a different way,” he says. “If you’re doing that, a lot of these [problems] go away.”

Having kids bring in their own computers can help bring 1:1 a lot closer to reality, especially in poorer districts. Klingler says Forsyth can channel its existing computer stock to students without personal computers and help reduce tech disparity.

While his state’s Classrooms for the Future program brought 550 pcs into the district, the technology coordinator realizes he won’t have the funding needed to replace these machines in three or four years.

“The cell phone is their thing,” Walery says. “Communication is the main [goal]. They constantly text back and forth.”

Forsyth has even looked into using Sony Playstation handhelds in class, noting that they have a “decent Web browser.”“We want to support whatever kids bring in,” he adds.

“It’s much more likely in a few years all students will have their own smartphones,” he says.