Archive for November 12, 2007

Tech support and academic integration

We are currently hiring for a support technician for our staff, and I am really enjoying the process of calling lots of candidates and hearing their stories. There’s something about the high level of engagement that both parties to the conversation have, perhaps due to the need to represent yourself well, the excitement over a new future possibility, and the pleasure of learning from a professional peer. Onward we go, hoping to add a staff member within the next few weeks.

On a related note, I found out something interesting while writing up a justification for this position. Compared to our NAIS benchmark group, a dozen or so similar schools from around the country, we place in the upper quartile in number of staff devoted to tech support. This, we already knew — we have a reputation for having a large IT department. However, we didn’t know that we also place in the bottom quartile for number of instructional technology staff.

Outside the IT department, we have two computer studies teachers, one for the upper school and one for middle and lower schools. Andrew and Greg are pretty fully immersed in their teaching. Greg provides a good deal of academic technology integration advice to his colleagues, and Andrew maintains a number of powerful web scripts to make academic data visible to the faculty, but neither is primarily focused on academic technology integration. On average, other, similar schools have either a director of academic technology or teachers elsewhere in the school who have academic technology integration as their primary focus.

Our IT department assumes responsibility for both tech support and academic technology integration, which may explained why we’re so darn busy all the time. Properly staffed, I think it will work nicely, as we very much enjoy working with teachers to identify technology solutions most appropriate to their pedagogical and curricular objectives.

Crossing the digital/physical divide

In this post, I explore the values of digital and physical media and examine devices that help bridge the two.

As information becomes increasingly digitized, I find myself within an interesting dynamic. On the one hand, we have liberated information by freeing it from its physical forms. Text, pictures, music and videos can now move easily from one place to another through digital networks. Well documented are the new possibilities that this creates, such as publishing, collaboration, and research. However, this shift in the dominant media for information has caused us to lose some things along the way — immediacy of access and certain physical sensations.

The computer has become the dominant context to view some forms of information, especially text, photos, illustrations, music, speeches, and videos. Physical interactions remain dominant for more complex information forms, such as conversations, debates, paintings, sculpture, theater, teaching, and sport. Very slowly, digital media has made inroads into more complex media, but it still has a long way to go!

Let’s take digital photography as an example. Photographers have largely let go of developer and enlargers in order to gain the ability to shoot an unlimited number of images, easily modify the results in a nondestructive fashion, and share them instantly with people around the world. Recent technological advances, especially the development of digital SLRs, which combine the power of professional lenses with digital image capture, have made this possible. But what have we lost? For the average user, we do not as often print our photos or assemble comprehensive, paper photo albums. Most people I know have migrated almost entirely into the digital realm, printing only a few of the best photos.

Our photos are instantly accessible through web galleries, making them easier to access when we are at our computers. However, we are often distracted by a myriad other tasks when we are at our computers, and looking at our photo galleries isn’t a top priority. This significantly changes our interaction with photos. Less often do we stumble across photographic prints while leafing through our bookcase or shuffling through the papers on the kitchen table. We largely view photos when sitting down at our computer, with the same presentation every time — ambient light, desktop background, web-based presentation. Laptops change this slightly, allowing us to take the same presentation to somewhat different places, such as the living room sofa, kitchen table, or hotel room.

What devices allow us to free digital information from the computer context? For music, the iPod has been incredibly successful. We get the best of both worlds — the ability to easily acquire and transfer digital music from one location to another without being confined to the computer. For the most part, we have gained so much with digital music and lost little. With an iPod, you may listen to the music practically anywhere, especially connecting it to traditional presentation systems such as the home or car stereo. You can even play your music at a community dance or party. What have we lost? Audiophile quality, the physical sensation of picking up an album, flipping through the liner notes, and listening to an entire album, especially in order. Mostly, people find that the losses have been worth the gains.

Amazon is trying hard to push the digital book with the Kindle, trying to resolve skepticism about readability, page turning, and portability with a specialized device. However, many still wonder what there is to gain from a $400 device when an actual book is surprisingly versatile and accessible.

With the holidays coming, I have taken another look at digital picture frames. I have always wanted a digital picture frame, in order to gain back the serendipity that comes from coming across a framed picture while walking into a bedroom at home or strolling a hallway at work. I am pleased to see that digital picture frames are diversifying and becoming more capable. When I first examined them some years ago, Ceiva was the leader, offering a subscription-based system. I wanted to avoid monthly fees. I can’t imagine paying ten dollars a month to display photos from the Internet. About last year, I noticed a number of new models that displayed photos from portable media, such as media cards and USB drives. No monthly fees apply, but you are limited to a physical card, so it’s harder to send photos to the grandparents, for instance.

Today, I took another look. PhotoVu has gone for the high end. Their least expensive frame is at 17″ for $700. Frames are matted, and you can even choose from a variety of frame borders. It’s especially cool that PhotoVu permits multiple non-subscription formats: USB drive, Picasa, iPhoto, or laptop connection. This is far preferable than paying for a proprietary monthly service. However, the cost is still too high for me, considering that you can practically get a laptop computer for the same price. Some Windows-friendly frames have also appeared, but I shy away from the proprietary lock-in. I’m looking for small, inexpensive, wifi-enabled, and simple to use. I’ll keep looking for the perfect device, or perhaps I’ll just wait until next year!

Update 12/15/2007 I bought the DigitalLiving 7″ frame from Target for my parents. To my surprise, I found out that it’s billed as a children’s picture frame, a surprise because it has the highest-quality image at $90 of any device I’ve seen. I’m not sure how tangible the DigitalLiving brand is. It only appears at Target and doesn’t appear to have a web site or product line of its own. The frame itself works great — it picks up images automagically from USB drives or media cards and is very simple to operate. I gave up wireless access and battery power to get this device and am completely happy with that decision.

Update 2/6/2008 Now this is more like it: EStarling Digital Wireless

Mini PCs Again

Recent discussions of the Eee PC, XO, Kindle, iPhone, and GPhone remind me of the palmtop discussions of nearly ten years ago. My principal at the time and I presented a talk titled “Ten Strategic Technology Innovations,” in which we outlined a framework for evaluating new technologies by the degree to which they could support a school’s mission. Our red herring was the HP Jornada, the palmtop device that looked promising but had serious limitations of connectivity and operating system.

What purposes do laptop computers serve at your school? Most laptop implementations I have seen thrive because the computers are versatile, nimble devices in the hands of creative users who put them to a great variety of purposes. The ability to use both web resources and download desktop applications, write to a variety of portable media, and connect to various networks are all critical features for the success of school laptop programs that I have seen. If a device is too limiting, the ability to find the right tool at the right time is compromised.

As was the case then, the new devices are too expensive and not capable enough to replace laptops. Why would one purchase a $300 device that’s only capable of half if what you want to do, when you could buy a full-featured computer for $1,000? Screen size, durability, service plans, and maintenance should all be considered as well. For the moment at least, a mainstream computer is a better deal for the dollar.

At least, this time around, the small devices offer more mature operating systems (locked OS X, Linux) than last time (e.g., Windows CE!). Perhaps, ten years from now, we will see the palm-sized devices simply merge with the laptop in terms of features and versatility.

Documenting School Drupal Sites

I am building a list of school “front-door” web sites running on Drupal. We know that Drupal is practically indispensable for student and teacher publishing within school, but what about the school’s public web presence?

Here’s my short list of school main, public web sites running Drupal:

Windrush School, El Cerrito, CA

Catlin Gabel, Portland, OR (our school!)

Stratford Hall, Vancouver, BC

Amherst College

Katherine Delmar Burke School, San Francisco, CA

Lincoln High School, Portland, OR

Newberg Public Schools, Oregon

Lewis Elementary, Portland, Oregon

Seattle Academy, Seattle, Washington

Meridian School, Seattle, Washington

Billings Middle School, Seattle, Washington

Science Leadership Academy, Philadelphia, Pennsylvania

University of Tennessee Knoxville College of Communication and Information

Peralta Elementary School, Oakland, CA

Yale School of Architecture

UC Berkeley School of Information

University of Calgary

Harvard Science

University of Minnesota

Arizona State

Ohio State

Washington University (St. Louis)

Hamline Law School

Slane College, Bradley University

Bainbridge Island School District

Today’s Bonanza Of New Sites

I feel like I have just taken in a new harvest of social, multimedia resources.

TakingITGlobal
TakingITGlobal.org is an online community that connects youth to find inspiration, access information, get involved, and take action in their local and global communities. It’s the world’s most popular online community for young people interested in making a difference, with hundreds of thousands of unique visitors each month.

Macaulay Library – Animal Sounds & Video Catalog
The Macaulay Library is a principal source of sound recordings for basic research, education, conservation, habitat assessment, media, and commercial projects. The collection is strongest in New World species but also has substantial holdings from Africa and Madagascar, Europe, the former Soviet Union, and South East Asia. The Library archives and preserves an exhaustive sampling of the behaviors of each animal species using digital video and audio recordings.

International Children’s Digital Library
The mission of the International Children’s Digital Library Foundation is to excite and inspire the world’s children to become members of the global community – children who understand the value of tolerance and respect for diverse cultures, languages and ideas — by making the best in children’s literature available online.

Modern Foreign Languages Environment
… a site which unashamedly emphasised new technologies that allow people to share stuff themselves, without the need to even visit the site (a bit of reverse psychology that paid off), leading to one of the most burgeoning teacher blogger and podcaster communities in Europe (second now only to the eduBuzzers!) and a ‘traditional website’ that boasts some fantastic content based on some real highlights of teaching and learning practice. (via Ewan McIntosh)

World of Chemistry Videos Online
A classic set of Annenberg instructional videos now available for free.

NYSAIS Unconference for Managers of Information Technology and Librarians
A conference turns itself upside-down by putting the “hallway discussions” front and center.

JCMC Special Theme Issue on “Social Network Sites”
danah boyd and Nicole Ellison, Guest editors
Research, meet practice. I enjoyed the introduction tremendously. The many articles in this issue promise to go beyond glossy blog entries to deeply probe the Big Phenomenon. Let’s try to gain some real insight into the social network movement.

Elfing It
Treasure trove of swanky gift recommendations for your favorite elf.

The Importance of Breaks

I am delighted to be heading toward the holiday season, taking a week off for Thanksgiving and two at Christmas. A couple of years ago, a colleague presented some study findings that schools need to take a break approximately every eight weeks in order to avoid burnout. The interesting fact is that the breaks don’t need to be very long. The school incorporated these findings by scheduling at least a four-day weekend into the school schedule every eight weeks. Even four days can make you feel that you have sufficiently disengaged your brain from the daily business of school to feel refreshed. Have you ever made the decision to leave for a weekend trip on a Friday night rather than Saturday morning? Doesn’t the weekend feel an entire day longer when you leave on Friday?

For tech staff, our busiest time of year is August/September. We make most of our systemwide changes during the summer and then support so many users whose computers built up technical problems during the summer, need to adjust to the new systems we have rolled out, or have new technical needs due to a new course schedule. When do we get our first break? This year, it didn’t happen until now. That’s four months straight, twice as long as the recommended period without a break.

Some schools have distributed their systemwide improvements throughout the school year, especially for lab upgrades. However, with the trend towards mobile computing, we only have three computer labs on campus. The daily requirements of support make it difficult to focus on big projects during the school year. An opportunity may exist in the slow months of January, February, and March, before preparations for the new school year swing into gear.

Back to the point: we get our first big break next week, and I look forward to having that refreshed, energetic feeling when I return on the 26th. I’m not yet sure whether I will blog during break. Happy Thanksgiving!

Stress and Technology Support

Why do we get stressed? When don’t we get stressed? People often remark that IT staff have a capacity to project calm in the face of computer crisis. On the one hand, this attitude is a deliberate strategy to help the user feel a sense of hope that their computer problem will be resolved. On the other hand, it serves as a coping mechanism for IT staff, who face dozens of problems that require resolution each day. If we stressed about each one of these, the pressure of our jobs would be intolerable. Finally, we have enough technical expertise that we have seen most technical problems before. Knowledge about what may be going on — or at least a high level of comfort with ambiguity — helps us feel like we are in familiar territory, and that we will likely be able to solve the problem. The same may be said for veteran teachers and school administrators. Despite the complex demands of their jobs, they have the experience to avoid stress about each and every challenge that appears during the day.

In Why Zebras Don’t Get Ulcers, Robert Sapolsky explores the physiological causes of stress. He starts with an observation: despite their dangerous lives, wild animals do not exhibit the indicators of stress that humans do — ulcers, high blood pressure, heart disease. Freed from the threat of being eaten by lions, shouldn’t humans exhibit less stress than zebras? Sapolsky found that stress is a result of the high level of physiological awareness known as the “fight or flight response.” Senses are on high alert and the body is ready to move quickly if need be to escape imminent danger. This adaptation is essential for zebras, but the duration is extremely short. Animals are on high alert for only a period of minutes, then they return to an unstressed physiological state. Humans, though the expansion of their cognitive abilities, have misapplied this adaptation to the routine tasks of daily life. We remain stressed for extended periods of time, a condition to which our bodies are not well adapted, leading to chronic physiological breakdown.

What can IT staff do to reduce stress, both to themselves and their customers? Adopt an orientation that most technical problems can be solved or at least ameliorated. Project optimism. Respond quickly to the support needs of users, so that they feel well supported. Devote at least one-quarter of your department resources to training and communication, so that you build the capacity of users to help themselves. Keep systems running smoothly, so that you are not constantly putting out fires, and users gain an expectation that technology works.

Easing the Pain of Software Acquisition

We have a 1:1 student laptop program in our upper school. For the past few years, the school has offered a photography class that is completely digital. The cost of this program is tens of thousands less than would be the case with a darkroom-based facility, never mind the risk of teaching an obsolete skill in a rapidly changing field. One sore point of the program is the cost of Adobe Photoshop software. Efforts to use iPhoto or The Gimp have not been successful, due to the high quality and name recognition that Photoshop carries. But the cost! Even at the great educational discounts that we get through OETC, each family has to put up at least $250 for Photoshop, more than the average book fee for a text-based class.

This year, with the introduction of media arts, the number of families requiring Adobe products at least doubled. On a tip from another school, we investigated the purchase of a high-volume license. It worked out perfectly. A quick calculation demonstrates the savings. If the 70 families enrolled in these classes purchased Photoshop at $250 a piece, they would pay nearly $18,000 total. To buy a 500-user license for the school costs about $5,000. Sure, these funds come from the school instead of the families, but paying additional, high fees beyond tuition can be quite a burden. Of course we should do it, but how may we afford such an expense ourselves? By charging each family $50, they pay less than the book charges for an average class, we pull in enough revenue to offset most of the licensing fee, and other students and teachers in the school get to use the software as well. It’s a win-win-win.

We decided to buy the current version without a software maintenance agreement. This required a committment from both tech staff and teachers that we would skip the next one or two upgrades from Adobe. Otherwise, the licensing costs would be excessive. I love this approach, because it underscores the primacy of student work and teaching craft over having the latest tool. The teachers came up with other good reasons, too. Stabilizing software versions makes books they purchase last longer and allows them to more fully mature curricula for each version. In other words, the knowledge the teachers and students develop in each version can become deeper the longer you keep that version around. Having the latest, greatest features is less important when you have fully mastered the version you have.

Remove Hidden Mac Files from Linux Server

Note to self: find . -name ._*.doc -exec rm {} \;

Does anyone have a better way to prevent the upload of hidden Mac files to a Linux server? I was uploading a directory of files from my Mac to Moodle and ended up with a hidden (resource?) file for each document uploaded.

Also: Renamer4Mac, a nifty file renaming tool, essential in this case to replace spaces with underscores for batch upload to Moodle.

Global Connections — Feeling the Potential

I enjoyed two global Skype experiences today. The first, with a colleague in Botswana, concerned the recent accomplishments in technology and fundraising at Maru-a-Pula School. The degree of immediacy attainable in a 30-minute Skype call had immense value for me, much more vivid and interactive than a dozen newsletters and third-person email accounts. I would like to make this a regular occurrence if more people there are willing to spend the time online with me and can pull it off technologically. We started with video, which was a real treat, but downgraded to audio when the bandwidth had difficulty supporting both without breaking up. I still can’t believe that I introduced the school to email thirteen short years ago, and now we can practically hold a video chat.

Lucky me, I got to have a second Skype call today, this time with Spencer, who is conducting an exploratory trip to Guatemala. After some difficulty finding a decent Internet connection, Spencer and I had a short voice chat via Skype. Unlike the Botswana experience, we didn’t even try video, because the quality of audio was shaky enough. Nonetheless, it was remarkable that a small city like Chajul, Guatemala (pop. 11,000) would have enough Internet connectivity to make a Skype voice call possible.

One interesting result of today’s conversation was that Spencer figured that we should not attempt a conversation between kids in Chajul and Catlin Gabel without video. It would not have the same impact without the visual, Spencer figured. This caught me by surprise, but in retrospect, it makes perfect sense. What if we went to the trouble of gathering two groups of kids in these two locationsm, and then they could not understand a word of what the others were saying? Without the visual, it would all hinge on auditory comprehension. On the positive side, Spencer went equipped with all sorts of digital gear, and he interviewed a number of people on video to bring back to school with him. Next time, we may try a cellular modem if the airtime charges are not too high and it will support the video that we want to transmit. Cellular phone access was easy to come by, but this was with an American cell phone that will likely cost a lot to use down there.

Lots of potential here — we’re pretty excited. I know a lot of other people have been down this road before, but it’s cool to experience the immediacy of global contact for the first time and think of what impact it could have on kids who are stuck here or lucky enough to be planning or have just returned from a trip abroad.