Privacy Law and Technology

“If we’re going to be connected, then we need to be protected…. Each of us as individuals have a sphere of privacy around us that should not be breached, by either the government or vendors." President Obama,  Jan. 2015.

"Imagine walking through a mall where every store, unbeknownst to you, is placed a sign on your back. The signs tell every other store you visit exactly where you have been, what you looked at, and what you purchased. Something very close to this is possible on the Internet." (Berman and Mulligan,1999, Vol.23)  Because of this digital trail President Obama recently signed the Federal Student Digital Privacy Act, in January of 2015.  This piece of legislation is modeled on California's Student Online Personal Information Act.  It prevents companies from selling student data to third parties for non-educational purposes and advertising to students based on data collected in schools. 

Prior to this bill going into effect 75 companies have signed The Student Data Privacy Pledge.  The pledge states that school service providers are accountable to:

• not sell student information;
• not behaviorally target advertising;
• use data for authorized education purposes only;
• not change privacy policies without notice and choice;
• enforce strict limits on data retention;
• support parental access to, and correction of errors in, their children’s  information;
• provide comprehensive security standards; and
• be transparent about collection and use of data.

The objective of The Student Digital Privacy Act legislation, is to encourage companies and schools to be responsible stewards of information.  This enables the creation of a trusted online learning community for all students.

Questions about The Student Digital Privacy Act:

• Where did the idea for The Student Digital Privacy Act originate?
• The law is based on the California 2014, legislation know as the Student Online Personal Information Protection Act or (SOPIPA). SOPIPA prohibits companies from using personal information gathered from students through online education technologies for any purpose other than the purpose for which it was originally collected. It also prevents ed tech services from creating a profile of a student, unless that profile is used for clear educational purposes. Companies cannot use any information gained from the use of their K-12 site to target advertising on any other site, or service. (Peihler,2014)
• How is The Student Digital Privacy Act different than FERPA?
• Under FERPA schools are allowed to provide student data to a third-party cloud provider without parent or student consent. FERPA applies only to the schools themselves and does not apply to third-party cloud providers.  The school will be held liable if a third-party cloud provider leaks confidential student information (e.g., medical history, behavior issues, or academic performance), is hacked, or sells the information to private companies. The Student Digital Privacy Act, tries to ensure the privacy of student data by filling FERPA's gaps.
• Where can I find an official government document providing me with more details about SOPIPA?
• Here is a link to the FACT SHEET provided by the White House Press Secretary.
• I would like more information on The Student Digital Privacy Act and other government actions to improve cybersecurity.  Where could I find a video to provide me with that information?

This C-Span video is quite long, but worth your time.  In it President Obama addresses The Student Digital Privacy Act, as well as many other new and notable efforts to improve government response to cybersecurity.  Lots of great information within this discussion.

PLN in Education, Why We Can Not Teach in Isolation

The desire to connect to one another is intrinsic to human nature.  It is in part, what drives us to teach one another.  For twenty-first century educators this yearning is no different.  Educators today need opportunities to connect with one another, to contribute to their learning focus, and share thoughts, ideas, and inspiration.   All too often overtaxed administrations lack the time or personnel to provide teachers with observations, feedback, and opportunities to engage in scholarly discussions.  Without this dialog it is difficult for educators, especially young or inexperienced ones, to assess if they are performing well, using the best tools they can to enhance student understanding, and feel supported.  A Personal Learning Network, or PLN, provides this to educators, regardless of location, school personnel, school funding, or lack there of.  A Personal Learning Network is critical to every teachers development and growth throughout their career.

The process for developing a Personal Learning Network, PLN, is not complicated but it can be intimidating.  The guidance of an established mentoring teacher is always preferred, but not necessary.  One can easily begin to establish their own PLN, independent of any outside guidance.  The first step is to connect.  Sites such as Diigo, Twitter, Facebook, blogs, Google +.   As well as sites like The Educators PLN site or Classroom 2.0 are all great places to start.  Join as many of these as you feel comfortable, then watch for a while, read the information.  Most people wait for while be before jumping into a conversation or starting their own blog.  The following step, is to insert yourself into the conversation. This may involve participating in a Twitter Chat, don’t panic if it’s too fast for you at first, just a few comments will start your involvement and you’ll be a pro before you know it.  Try creating your own blog, and promote it using Twitter or Facebook.  Get involved in a Google + group chat or try re-tweeting information that you find inspiring or worthy of spreading.  Build your network slowly, but with purpose.  

One of the most remarkable features of a Personal Learning Network, is that this all takes place on, YOUR time.  Life as an educator is complicated and busy.  Very often the school day is packed and nights are devoted to family and grading.  The beauty of the PLN is that it is always connected, this not just a local network, but a global community you are now a part of.  If you are working late on a paper and need some support, but much of North America is sleeping, put a out a Tweet.  Your global community is there, able to assist you at all hours, it’s quite astounding.  This type of support is especially critical to educators in rural communities where they are the only professional in their content area.  The Personal Learning Network, becomes much more paramount, as they need experts in their content area to provide support, encouragement, and guidance due to their isolated conditions.

In an age of educational initiatives, a Personal Learning Network, provides teachers with an opportunity to share and debate educational philosophies.  Over structured workshops and overcrowded classrooms provide little to no time for these vital discussions.  Very often these are formative moments for new teachers and help to revitalize experienced and over taxed established teachers.  All too often without outside stimulation teachers can become stagnant, set in their way, and unwilling to reexamine pedagogy.  The very nature of technology fights this stagnation, it is constantly evolving, with an ever revolving influx of experts, educators, and philosophers.  It’s nature renews the inactive tendency we find in education.  

As educators we stress the life-long nature of learning.  Student’s today learn and unlearn skills,  as they prepare for twenty-first century professions, some of which haven’t even been created.  Yet we ourselves become static in our teaching and our learning.  It becomes difficult to model what we teach. We must reinvigorate our professional learning, and a Personal Learning Network is key.  So often students first, by into the teacher and then the lesson.  If we are serious about developing a generation of life-long learners, then we must become one ourselves.  The creation of a Personal Learning Network provides us with all the tools, the time, and the resources.  It is an opportunity for unlimited professional growth and the potential to change the future of education.

ePortfolio Documentation

The ability to reflect on ones work, citing areas of achievement is essential to maintaining growth and acknowledging accomplishments.  This Thinklink is a virtual portfolio documenting, what competencies I have achieved toward my Educational Technology Specialist license.  This activity was a great reflective opportunity for me and showed me their are still many areas that I need to achieve in order to demonstrate the qualities necessary to achieve my license.

http://www.thinglink.com/scene/648943709047488512

Educational Initiatives

When looking at various educational initiatives the most commonly adopted is the 1:1.  Within this movement, one-to-one computing is adopted within the school, if not across the entire district.  This requires a significant financial investment by the school district and for most public schools, is slowly implemented over time.  Private schools sometimes have access to endowments that enable an early adoption, allowing all students and teachers to receive devices simultaneously.  1:1 not only refers to computers but tablets, and mobile devices as well.

Key components of a 1:1 educational Initiative: 

• wireless; 
• accessible to the Internet and at least one local school network; 
• equipped with software and support for classroom instruction, homework, tests, feedback, presentations, social networking, and productivity applications (e.g., word processing and spreadsheets); 
• available for use 24 hours a day, 7 days a week; and 
• compatible with digital tools and resources such as online courses, interactive whiteboards, and probes for data collection and science experiments.

When looking at two different approaches to the the 1:1 initiative I chose to compare a public high school with a private.  I was interested to see if resources altered their approach or rational for adopting new technological initiatives.

Wheaton Academy is a private non-denominatinal christian high school located outside Chicago IL.  Tuition is just under $15,000 per year, and does not include room and board.  Wheaton cites a desire to equipped students "to engage the 21st century world."  These principles guide how Wheaton implements their 1:1 policy: the ability to use technology productively and to achieve goals, without fear, to connect with others, to deepen thinking, develop "informal literacy," gain understanding of global issues, and to develop discipline in order to use technology without distraction.  The school then goes on to discuss the benefits to both teachers and parents.  Wheaton has created a very comprehensive analysis as to why and how their school community will benefit from the 1:1 initiative.  Each students at Wheaton will receive a Chromebook and have access to a tablet.  It is evident that a great deal of time and resources has been spent exploring the Wheaton Academy 1:1 Technology Initiative.

This is a link to a study they piloted prior to implementing the 1:1 program.  Within this study they detail their rational, as well as how they studied other local schools Bring Your Own Device policies and ultimately their decision to move to 1:1.
GBN Learning Pilot Report 2013

Waltham Public School, is a K-12 school located just outside Boston, MA.  This public school's 1:1 initiative details a district wide plan for implementation.  Within their report they highlight the school districts goals and the plans for professional development.  They see the impact of a 1:1 learning initiative as providing students with the 21st-century skills listed below:

• Critical Thinking and Problem-Solving 
• Innovation and Creativity 
• Inquiry 
• Communication 
• Collaboration 
• Information and Media Literacy 
• Technology Skills 
• Self-Directed Learning 
• Global Awareness

The report goes on to further identify the districts 1:1 learning goals.  These are:

• To increase student engagement and productivity through personalized learning and equal access to technology 
• To extend and expand learning beyond the school day—anytime, anywhere learning 
• To provide authentic and relevant learning experiences 
• To increase student achievement and academic rigor 
• To promote inclusion by providing opportunities that level the playing field for children with disabilities in general education classrooms 
• To increase 21st century skill development in collaboration, communication, creativity, critical thinking and problem solving, digital literacy, and global awareness

Throughout this report it is very clear, that this is the school districts opportunity to rationalize and justify to taxpayers the expense of the 1:1 initiative.  The report is comprehensible and provides a great deal of evidence supporting the expenditure.  It goes on to highlight that the tablet was selected as the best choice to fit the district's needs.  The various phases and costs are highlighted, as well as the assessment method for determining success.  Waltham Public Schools 1:1 Learning Initiative 

Some critics of the one-to-one movement in education question the cost-benift ratio.  This journal article presents examples of schools struggling with 1:1 initiatives and 6 key components necessary for schools to succeed with their new educational tools.
The Journal of Technology, Learning, and Assessment

ISTE Essential Conditions for Technology Planning

As educators we must provide students with a 21st- century education.  To support students through this process we have the ISTE conditions, a framework for educators and school leaders that guides the implementation of the ISTE Standards.  These 14 elements that guide the employment of technology for are: Shared Vision, Technical Support, Empowered Leaders, Curriculum Framework, Implementation Planning, Student-Centered Learning, Consistent and Adequate Funding, Assessment and Evaluation, Equitable Access, Engaged Communities, Skilled Personnel, Support Policies, Ongoing Professional Learning, and Supportive External Context

Any educational organization must strive to meet these guidelines.  The guideline that I find to be the foundation for a 21st-century transformation is, Shared Vision.  This vision drives the process, as teachers, administrators, parents, and students move toward a future where technology is embedded within the educational experience.

A Student-Centered approach to learning is essential to the successful transition from an antiquated industrial educational model, to the 21st-century one needs, to empower students to actively own their education.  What students learn and how they learn is driven by individual student needs and abilities.

A Curriculum Framework that works best for student learning is one in which technology is used with purpose and to address real-world skills.  Technology is an excellent tool to strengthen higher order thinking skills when it used to match the desired learning outcomes.  No longer can technology be seen as an add on or an obligation teachers must fulfill.

In order for students to receive a strong 21st-century education, all 14 technological elements must be included.
Link to an overview of the:
The ISTE Essential Conditions

My First Virtual Conference

As a seasoned educator I have attended plenty of conferences, and while I love the immense motivation, inspiration, and abundance of resources I receive, the time away from my classroom can be quite difficult. Very often conferences are not local and require me to leave my students for several days at a time. In my absence, the substitute does the best they can, but very often they have no visual arts experience and learning is on hold until my return.   Due to this interruption in student learning the idea of attending a pre-recorded virtual conference, whenever it was convenient for me was quite appealing.

 For my first virtual conference I attended a presentation by Dr. Leigh E. Zeitz, a STEM unit on Rube Goldburg, he taught to 6th graders.  My interest in this lesson comes from my four year old son, who loves Rube Goldburg machines and has us constantly creating them around the house with him.  Within this presentation Dr. Z (as he's known) presented the lesson in many creative and innovative ways to the students. He started by challenging them to get a marble into a bucket.  Without any prior knowledge of Rube Goldburg students began creating their own machines to help accomplish the seemingly simple task.  He then utilized some Passion-Based Learning techniques and had students explore Rube Goldburg machines.  Student's then identified a simple task to accomplish, created diagrams describing how they would perform the task, and then planned how they would build their machines.  Their was a specific set of criteria they must follow, such as how many machines they must have and how many different types of energy they must use. The three tasks identified were how to pop a balloon, how to make a smoothie, and to dip a chip.  All but one of the machines accomplished it's task without any aid.

My experience attending a virtual conference was quite liberating. I could view the information when it was best for me and still be available for my students.  I saw some inspiring examples of Problem-Based learning and look forward to attending more virtual conferences in the future, perhaps some that are even live!

If you would like to checkout the event that I attended, click the link below.
http://k12onlineconference.org/category/2014/steam-2014/

My PLN, (Personal Learning Network) what have I learned so far....

The creation of my Personal Learning Network is an ongoing process, one that I see continuing to grow and evolve much like that of my teaching.  As my network develops, so do the tools I use to enhance my connections.  This week I pushed myself to use new tools like Feedly and Scoop.It.  It was invigorating to try something new and also overwhelming.  Very often the information we choose to take in through the internet is edited for us, provided in bite sized chunks.  This week through the use of tools like Scoop.It, I was able to tap into new and exciting feeds.  I discovered new information, I would have been unaware of through old resources and shared it with others via TweetDeck.  I'm working toward becoming more connected, sharing and commenting on information and resources in a way that I never would have considered possible weeks prior.  This information though, can be over whelming.  Scoop.It feeds provide so much information, that I can get lost just looking for a new feed to follow, never mind actually reading the information.  I find that my biggest challenge with my new tools is time management.  I need to ensure that I'm using them with purpose and focus.  It is very easy to get lost or become distracted.

I see my Feedly, Scoop.It and especially my Twitter as powerful tools as I grow my PLN.  My blog on the other hand, isn't my most useful tool. I need to discover better ways to utilize my blog, as I develop my PLN.  It has the potential to be useful, but I'm not quite there.  I am excited to see how my new tools can help increase the usefulness of my blog.

#Learning: A lesson in #hastages, Twitter, and what in the world is a PLN?!

Twitter:
@Lbhammond

Twitter, I am WAY too old for this stuff...or so I thought. I created my twitter account on a whim, my students were all tweeting (whatever that was) and asked me to create one too. I figured why not, I can always delete it later. I've had my Twitter account since early 2011, but haven't really used the it since it's creation. My account has been a private account up until this week. I have used it more as a mechanism to communicate with former students or to follow issues of interest. I would sporadically check Twitter, sometimes going months at a time without checking the app. Prior to my involvement in the UVM technology series I would have never considered using Twitter to learn more about educational trends or to build a personal learning network. (I didn't even know what a PLN was). This week I have really pushed beyond my comfort zone, technologically speaking, and I'm loving it! I downloaded TweetDeck, it makes Twitter so much easier to understand and see in "real time." I even participated in my first Twitter Chat. Man, that thing moved fast! I was struggling to read all the information, much less respond to the questions that were proposed. Despite the fast pace, and early hour (7:30am Saturday!) I loved it. I participated in the educational forum #satchat. It was amazing to hear all the ideas from educators around the country as we discussed various reading strategies. I discovered some great information and found some amazing minds to follow. I'm really looking forward to participating in another chat in the future. I would say to anyone who it hesitant, but interested in Twitter Chats, is you need a program like TweetDeck and a willingness to try. It is going to be fast, and overwhelming but it's also a great opportunity to gather a vast amount of information in a relatively short amount of time. 

I love research, so Twitter has become this amazing resource I never knew existed. Prior to this week I had viewed Twitter as more of a superficial mechanism celebrities used for self-promotion. Now I see it is a valuable tool, for research, collaboration, networking.... I am excited to use Twitter to help build my PLN, my personal learning network. I hope to move beyond just following individuals or organizations such as @TEDTalks, to having personal interactions, and conversations with people through Twitter.
 

A leader I admire...

I see very few relationships in my life as the traditional "boss" or leader dynamic. For me many have evolved into close partnerships and deep friendships. I have, encounter one individual who I'd describe as a great leader and a person I admire. Though they can initially seem a bit gruff, they are in-fact on of the most sensitive people I have ever encountered. I would say that having depth is a good characteristic, as a leader. They are extremely well read, and very intelligent. When it comes to making decisions that impact kids, they carefully think about what is best for them, not the adults, not the money, but the kids. Thats big for me. Kids first, you can figure the rest of the stuff out later. Adults, we only complicate things anyway.

I also see this person as a powerful motivator. They are of larger stature, and have a voice to match. When they feel passionate about something, watch-out. It's infectious! The power to inspire, that's another quality of a strong leader in my book. Motivate people, get them moving!

But the reason I chose this person, has nothing to do with either of those qualities. I find that a real leader is human. When "life" happens and you need support, time, understanding. A real leader will look beyond the rules and listen to as person, support you and do what is best to help. Because that is what people do, when they lead with kindness, when they are compassionate...when they are a successful leader.

Who am I as a leader?

As a teacher, I am a leader. I lead children as they discover an education that hopefully is engaging, inspiring, and teaches them new information and skills that they are passionate about. I do not see a leader as someone who, in the stereotypical version, stands before a group tells them what to do and then oversees their progress. Pointing out mistakes and seldom acknowledging success. I have seen the model in the past, mostly in businesses I have worked in, thankfully not school and I want no part in it.

When I had the opportunity to be a "boss," early in my career, I was quite nervous. I was the director of a well established arts organization, with a staff to hire, curriculum to write, a budget to balance, parents to please and children to educate. I really wanted to lead my staff in a way that supported their work with kids, (its hard, the pay is not much, and the parents are..well..high maintenance). I needed to lead them well, become someone they could depend on, when they had question, problems, and I needed to have the answers or the ability to get the answers they needed quickly. I tried to show them that I was always prepared, so they would trust me, people don't like a disorganized leader. I would check-in on their classroom, what are they teaching, are they following curriculum, if not why? Perhaps they had a good idea that I needed to hear, as to why they changed a lesson. If so, a one-on-one meeting was a good way to help that person feel valued and acknowledged that I really wanted to hear what they had to say. They were all smart and qualified people, if they weren't it's my fault, I hired them! I would try to give personal but not "fake" feedback. People can tell when you are just saying something nice a mile away, find something authentic that they are doing well and complement them on it, they'll do more of it. I also tried to be a place to "vent," better to me in my office than in-font of a parent or a kid. We are all human, we have bad days. Get it out! I found that my best moments as "boss/leader" were small acts of kindness, (bringing a teacher a cup of coffee, just because) and extreme organization when it came to student enrollment, teacher rosters, and curriculum. I was more confident as a leader when I felt organized and in control, then I could be there to support my colleagues.

I loved my position as director and held it for three years, up until my pregnancy with my son. It was a wonderful experience and was instrumental in shaping the teacher I am today.