Archive for the ‘Productivity’ Category

My Magic Pen

January 20th, 2010 by Phoebe Bailey

I remember the first time I heard Bill Daggett speak.  It was probably ten years ago when I was beginning my job at an education service center in Arkansas.  One of the upcoming innovations he discussed was a “magic pen.”  He described this as a computer in a pen.  My first thought was that if such a pen were already invented, I’d buy one!  I was about to return to school for an administration certification and thought how much easier such a pen would make my life.

Fast forward seven years.  The magic pen was a reality and I had my first experience with one.  It was not favorable.  I was on an audit team that was piloting the use of a digital pen to upload observation data.  The pen doubled our work!  First, we took classroom observation and interview notes on regular paper; then, we had to rewrite everything on special paper provided with the digital pen.  The problem was aggravated by kinks in the software.

Given that negative experience, I was in no hurry to try out later versions of the magic pen.  My attitude changed, however, at the NECC 09 conference.  I was trying to recall something the keynote speaker had said when a friend of mine whipped out his digital pen, touched it to paper, and out came the speaker’s voice!  This magic pen had not only captured the text but also the audio of the presentation.

Now that is a computer in a pen.  I bought one and love it.  It helps me never miss a word and records everything I hear, say and write, as well as providing links between my audio recordings and my notes.  It has become a life saver in our board meetings.  It is very helpful for clarifing motions and makes taking minutes simple.  Our content specialists use it in demonstration lessons with teachers to model student interviews.

And new functions keep coming.  Recently launched apps help you with such tasks as translating phrases into other languages, checking facts on all sorts of subjects, listening to classical music, and even playing a guitar.  I look forward to continuing to learn more uses for my “magic pen!”  (Oh, in case you were wondering, mine is a “Pulse” pen by Livescribe; view it and other brands here.)

To Share or Not to Share
Using Social Networking for Work

November 16th, 2009 by Kay Tepera
Image by Scott Maxwell

Image by Scott Maxwell.

Do you remember your first day in the classroom?  I remembered mine as I read a recent article about a new teacher, just out of college, who was struggling with the huge task of understanding her new job.  Her experience sounded so familiar.  Walk into the school.  Get handed a key to the classroom.  Find your mailbox.  Get a stack of textbooks.   Yikes! What next?

That was the dilemma of the teacher in the article: what next? After feeling totally overwhelmed, this teacher turned to the Internet and used a social networking tool to seek help.  She posted the simple question, “I’m new, what do I do now?”  In a matter of hours she received sixty responses to this plea for help.  She even had experts come to her aid.

Talk about curriculum building!  Teachers today seem more willing to assist and collaborate with their peers than ever before.  Social networking sites seem to offer a non-threatening forum where teachers can share and exchange their ideas.

As I remember that exciting yet scary feeling as I walked into my classroom for the first time, I wonder why, if social networking tools are so easily accessible to us, we aren’t sharing more? Why do so many teachers still struggle alone with more and more paperwork? More and more papers to grade? More and more expectations?  Couldn’t social networking sites provide the avenue for educators to share how they have solved problems? Organized the mountain of assignments to grade?  Managed high expectations?  Dealt with thorny questions on curriculum?

So I now ask you:  “To share or not to share?”  What’s your experience with social networking to assist you with your work?

Banish E-mail Overload

April 26th, 2009 by Devin Vodicka

I have fond recollections of the early days of e-mail. What a cool way to share information and, at the same time, save our schools printing and duplication costs, not to mention the staff time spent making copies and stuffing mailboxes.  I worked with like-minded colleagues to install an intranet program just so we could exchange internal e-mails among staff.  In those days, our main challenge was to get people to log in and take a look.

Fast forward ten years and you might have seen me tremble—literally—as I opened my e-mail for the first time each morning. My bleary eyes bulged at the sight of 100 or more chronologically listed messages. California Department of Education listservs, county office bulletins, colleagues, parents, concerned citizens, e-blasts from numerous publications that I had at some point asked to receive, and notifications from various services overflowed my screen. I lived in constant fear of losing key information, forgetting to show up at important events, and generally being unresponsive to the overwhelming flood of incoming mail.

Fortunately, I wasn’t alone.  In conversations with other school leaders, I heard their frustration with their own attempts to manage e-mail.  I began to approach the problem analytically.  I read books, pored through articles, watched videos, and connected with bloggers.  I found some ways of processing, organizing, and responding to e-mail that fit my own way of organizing time and tasks, and I set out to implement them.

Despite a few bumps along the way, I definitely feel now a greater sense of control and much less anxiety.  I have systems to identify which messages are most important, which ones require responses, and a sequence of steps to deal with those tough e-mails that require interpersonal responses.  While some days are tougher than others, I am able to start every day with an empty inbox.

In addition to improving my effectiveness, that empty inbox symbolizes a refreshed way of thinking as well. For me, this shift has been transformative, and so I feel compelled to share some of what I’ve learned. I have created some resources to accelerate your own learning process.  As an orientation, I recommend the 7-minute Quicktake called Taking Control of Email that is posted on the TICAL website.  Additionally, I have created a blog by the same name with links to articles, videos, and other resources that I think may be useful in your journey.  Also, TICAL Leadership Cadre member Gabe Soumakian has posted an excellent presentation on e-mail etiquette.

You, too, can achieve a sense of control and comfort with your e-mail!

What’s in Your Digital Dossier?

November 20th, 2008 by Susan Brooks-Young

Dossier

“…access to the technologies is not enough. Young people need to learn digital literacy—the skills to navigate the complicated, hybrid world that their peers are growing up in. This type of inequity must be overcome. The costs of leaving the participation gap unaddressed over time will be higher than we should be willing to bear.” (John Palfrey and Urs Gasser, Born Digital, p.15)

An article that appeared in the Houston Chronicle on Nov. 10 underscores the importance of teaching digital literacy starting at a very early age and then on an ongoing basis. The story isn’t new—just the latest in an ongoing saga of students (even school officials) who do not understand that things posted online are public! In this case, a University of Texas football player was expelled from the team after using his Facebook page to post a racial slur about President-elect Obama.

Kids and some adults today have a new take on privacy. Many don’t realize that, even when posted in ‘private’ areas, anything they put online can be accessed if someone wants to badly enough. And we all have plenty of private data posted. Palfrey and Gasser call this collection of data we reveal about ourselves a digital dossier. They argue that although giving up control of this data makes life easier in the short run, we may later regret having been quite so open with this information. They also are concerned that adults are giving their children too much latitude with giving up control of this information because we choose to look the other way rather than teach them how to manage their digital dossiers. Click here to view a short video clip that explains this concept. (Of course, because the clip is posted on YouTube, your school’s filtering software may block it, in which case you may need to wait and watch the clip at home!)

Here are some questions to ponder: What are your thoughts about digital dossiers? How much information can we safely post online and what should we try to protect? What is our responsibility when it comes to teaching children how to protect themselves?

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Too Many Flash Drives?

June 30th, 2008 by Michael Simkins

“…one cannot have too many flash drives laying around…” So, rather ungrammatically, say the folks at Legit Reviews. I disagree.

The other day I was looking for one particular file—one that I had not used in a very long time. I don’t know why, but I had a hunch I’d find it on one of the flash drives I carry in my briefcase. Being a quasi-organized person, I keep them together in a zippered document carrier recycled from a long ago Hawaiian Holidays vacation. I unzipped the pouch and dumped the contents on the table.

Among the technodebris that tumbled out were eight flash drives of varying hues, shapes, and sizes. First, there were the “twins” that are so hard to tell apart. These were among my very first flash drives. While they look alike, one holds more data than its sibling. When they were infants, close inspection let me see which proclaimed itself the 512 MB and which the 1 GB, but years of handling by greasy fingers erased those labels. Now, a little sticker on one of them lets me tell them apart.

Next, there are four branded freebies. Two of these are co-branded; they say TICAL on one side and CUE on the other. One is strictly CUE. The fourth is from our friends at EdTechProfile. All hail from the point in time when flash memory got so cheap that non-profit and state-funded projects could afford to buy these little gadgets and give them away as promotional items.

Then there’s Big Stick. Unlike the four branded freebies, it was born well before flash memory got cheap. It holds 8 GB and cost an obscene amount which I could only justify because I needed it to do backups of my humongous Outlook pst file when I was on the road. Last, there’s the PNY Attaché. An orphan of sorts, I don’t know where it came from or why I have it.

Methodically, I inserted each drive in turn into my USB port and searched for the file. Each time I did not find it, I demonstrated my fastidious attention to detail and made sure to click the “Safely remove hardware” icon before pulling out the drive. Wouldn’t want to lose any data, for goodness sakes. Of course, I never found the file and still have no idea where the heck it is.

What I did learn from this experience is that a person can, indeed, have too many flash drives. I also got an idea for a neat little applet that needs to be invented, if it hasn’t been already. You plug in your flash drives and it instantly identifies the particular drive, indexes its contents, and adds the index to a master catalog. Next time you want a long forgotten file and you don’t know which flash drive it’s on, you just check your “Flash Drives” catalog and it says, “It’s on Twin #2 you forgetful fool.”