Archive for Strategic Planning

Richard | August 11, 2010
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“Technology to be in every room”

Here’s yet another Smart Board love affair. One-third of district classrooms had a Smart Board, so the district decided to install a Smart Board and projector in all classrooms. I would like to know what decision-making process led to this $2m expense. What if only one-third of the teachers used the technology effectively? How do these devices help students actively learn?

If we could give every student a computer, we would,” said Rick Green, director of information technology for the 24,000-student district. “This is as close as we could get.

Smart Boards enable a teacher to organize and present content visually. Computers allow students to engage with and produce content. Surely small classroom laptop sets would have come closer to the expressed ideal?

Technology to be in every room

Category: Hardware, Strategic Planning | Tags: ,
Richard | July 13, 2010
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It’s all about social media, except when it isn’t.

I led a training session the other day to further integrate social media into our admission and development work. We considered a range of new uses: student bloggers, a dedicated Facebook page for applicants, Flickr and YouTube channels. Some potential initiatives were certainly exciting to consider.

Here’s the problem. None of the new ideas made the cut when we listed priority tasks for the upcoming year. I asked what were each department’s primary communication goals for the upcoming year, without presupposing the solution. In all cases, the identified goals suggested changes to our existing website, not our social media strategy.

Why? While we have a successful website, it has more room for improvement than does our social media strategy. The main website receives 3,000 visits each day. Our Facebook fan page has about 500 fans. Improvements to the main website will reach far more people.

Also consider that our main website allows users to more meaningfully transact with the school than does our social media pages. For example, you may sign up to volunteer, make a gift to the school, apply for admission, or comment on a student blog. Our Facebook and Twitter pages primarily push content out to people who may be listening and offer some opportunities for interaction. Our main website may have limited opportunities for social interaction, but it offers more opportunities further up the engagement pyramid.

I am glad that we  developed a social media strategy and voice. A small and growing proportion of our audience maintains contact with the school through that vehicle. It improves our ability to engage in a personal way with constituents. However, we will continue to parcel out our time and effort based on the audience size and quality of interaction with the school. We will be able to adjust these efforts as we track the growth in social media page membership and interactions.

Category: Communication, No category, Strategic Planning | Tags: , , , ,
Richard | July 8, 2010
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Goodbye, Satellite

We are discontinuing our satellite TV subscriptions, which brought French, Spanish, and Japanese television programming into the classroom for the past seven years. Web video has largely replaced the need for live television. A teacher who wants to present students with authentic vocabulary, regional accents, or international current events need only visit a country news website or search for specific content on YouTube.

While this change may seem relatively inconsequential, I find it notable that we are actually discontinuing a technology service on campus. It can often be difficult to convince users of a service that its end has come. When a new technology arrives, often a certain proportion of users adopt the new technology quickly. Penetration increases rapidly enough that it may seem only a matter of time until everyone is using the new technology. In reality, adoption usually plateaus at a certain level, sometimes just a small fraction of all users, sometimes a majority, and in rare occasions nearly everyone.

Most technologies reach peak penetration and then eventually decline, as users lose interest, or the technology does not live up to its initial promise, or a newer technology comes along and takes its place. Still, a certain proportion of users find comfort in continued use of that technology, and this at which point it can be difficult to discontinue a service. Some number of people still rely on that technology and want the school to continue providing it.

With satellite television, peak penetration was fairly low, because the service was limited to foreign language television, and so only the language teachers used it. In addition, only the upper (high) school was cabled for satellite TV in the first place. When use declined, only one or two teachers continued to use TV in the classroom, and they were very gracious in recognizing that it would not be cost-effective to continue subscription and maintenance for just a couple of classrooms.

Contrast this with teacher voicemail extensions. Our current phone system has been in place for seven years. All employees have a phone extension, but most teachers of eighth grade and below do not have a physical phone. They have a voicemail-only extension. Use of voicemail-only extensions has declined sharply, as teachers and parents now communicate mostly by email. However, it will take more work than for satellite TV to consult with a larger user base and reach an informed decision on changing our telephone practice.

Category: Communication, Hardware, No category, Strategic Planning | Tags: , , , , , , , ,
Richard | March 12, 2010
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Visiting Reed

Four of us spent the morning at Reed College, asking questions to CTO Marty Ringle and members of the Computing and Information Services department. In my career, I had never previously spent an extended period of time with college-level IT staff. The differences were striking. The college has 140 faculty members and 300 staff, the reverse ratio of our school. These 440 employees serve just 1400 students. Our 200 employees serve 730 students. Reed Computing has 32 employees. We have six. One possible conclusion: employees require a lot more IT support than students!

I was really impressed with the department’s governance process. They have seven different organizational groups that meet regularly to facilitate the process of democratic decision-making. Top-down decision-making is rare. We may bemoan the number of meetings we already have, but I left Reed thinking that we need to have more—we just need to structure them better. Our hosts also spoke to the benefits of meeting regularly with faculty members, individually or at “brown bag” lunches, building trust and familiarity that pay dividends later.

We also left feeling good about the program we run at Catlin Gabel. We have reached an enterprise level of service with our help desk, wireless security, intranet website, deployment, and other services. It is always refreshing to gain an external perspective on our program. Spending too much time at our own school sometimes leads to myopia.

I learned about the Collaborative Moodle Liberal Arts Project. Reed is one of a number of colleges working together to improve aspects of Moodle particular to needs they share. While the improvements look useful (bulk assignment downloads, better gradebook), I was disappointed that none of them pertain specifically to online learning environments.

Marty summarized the new report on Reed’s Kindle project. Their experience confirmed our initial reaction that the Kindle and similar devices are not yet ready for education enterprise deployment. The annotation, highlighting, and navigation features do not yet replicate enough of the features of writing in the margins of a book with a pen.

I’d also like an assistant and a conference table in my office!

Category: Communication, Strategic Planning, Tech Direction | Tags: ,
Richard | February 23, 2010
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Sustaining capacity during hard times

Like many schools, we  cut the school’s IT operating budget by 25% this year. To minimize adverse effects on technology use at school, we employed the following strategies.

Adopt open source

We have benefited tremendously from building expert, internal capacity for open source website development and web server software management. In past years, we launched and then grew a sophisticated intranet website at no cash cost to the school. This year, we built our new, public-facing website on Drupal, with existing personnel, for a total cash cost of $6,000.

I believe that every school should work toward mastery in one type of open source software that meets a current need. Our users and constituents demand increasingly sophisticated applications of technology, yet our budget will not keep pace with these expectations. We have taken care not to rush, building up internal capacity to master these tools over time. Were we to rely on external contractors to implement open source solutions, then it could have become at least as expensive as commercial products.

Other schools specialize in different money-saving applications of open source: desktop software, learning management systems, operating system software, office suites, and more.

Cut back on expensive, specialized solutions

Each Smart Board we purchase improves just one classroom. Each laptop computer we purchase is available to everyone. They cost about the same amount of money.

Also about the same price, an entire class may use a set of 10 Flip video cameras to collect footage for a great variety of different productive learning objectives.

Introduce some limits, while extending a helping hand

The cost of network file backup and tape storage has increased for us each year. We are now implementing 10GB primary file server quota while still storing and backing up all of the important school data we can identify. When a teacher or staff member hits the limit on the primary file server, we work with them to identify any duplicate, personal, or unnecessary files and separate changing, newer files from older, unchanging files. We move the older files to a second, archive file server that we copy to tape less frequently. In this manner, we consume far fewer backup tapes than before while still protecting the school from data loss and saving important files for the long-term.

Preserve or expand core network services

This is no time to cut back on servers, server software, and network infrastructure. We have cut end-user technologies before compromising on the core. Server and network functions affect every user every minute that they are connected to the network. Maintaining quality sustains everyone’s experience. We have kept servers on their regular replacement cycle and are just now considering virtualization for lightly used network services. Our next generation of wireless network and network access system will do more than the previous systems, with less management required, at a lower cost than before.

Strategically manage computer lifespan

This one has been tricky. We pinpointed very specific batches of computers to operate for a year longer than planned. We noticed that some users were pretty light on their machines and provided them with used computers instead of new. We stretched our lower school computer lab for an additional year, because they had had their motherboards replaced under warranty just three years ago. Otherwise, we have stuck to our normal replacement cycle, out of respect for the fragility of laptop computers in their fourth and fifth years.

Consider some new technologies

This is no time to broadly adopt new kinds of devices, but some new devices may replace the old, at a lower cost that before. We will consider wall-mounted projectors in locations where we would normally mount from the ceiling. We will pilot netbooks to replace one of our middle school mobile laptop carts, taking great care that we select a model that performs reasonably well compared to our current MacBooks. Otherwise, we find netbooks to be cramped and difficult to use, not a straight replacement for traditional laptop computers.

Break some old habits

Once-essential resources and services may have lost their value over time. We reduced the size of our upper school PC lab in half, redistributed responsibilities for our annual laptop technology fair, and removed Drupal from our intranet website. We continue to streamline purchase options for the upper school laptop program, now recommending the two laptop computer models that match the program, as opposed to offering every model available from each manufacturer.

Continue to plan well

Each year that we devote more attention to winter planning, spring and summer projects go more smoothly. This year, we started earlier than before and formalized biweekly planning meetings, and already we are purchasing and implementing network devices that will allow workstation deployment to start earlier. We have also lined up our best cadre of summer workers yet. This group of current students and recent graduates is key to our ability to touch all machines and improve our deployment strategies each summer.

Build one’s personal learning network

This year, I have formed new collaborative relationships with tech staff at other schools, without ever leaving campus. This has allowed me to gain feedback on my ideas and profit from the good work of others. As it is a slow year for conferences in Portland, I have so far avoided traveling afar for an expensive conference experience.

What, no Google Apps?

I appreciate that Google Apps has helped many schools provide the latest communication and collaboration tools at low cost. We decided to stick with Exchange Server because we had concerns about losing control of the school’s data, the inability to do anything during periods of downtime, and the hidden costs of migration, archiving mail, and supporting users.

Your turn

What are you doing to maintain quality and capacity during lean times? Please comment below.

Category: Strategic Planning, Tech Direction | Tags: , , , , , , , , ,
Richard | June 18, 2008
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Off to a quick start this summer

Now that the Celtics have completed their incredible journey to title #17, I may find the time to get back on this blog. Seriously, summer has arrived with a vengeance, and we are flying to keep up with the ambitious schedule of summer maintenance and improvements that we have set for ourselves. Like a Rajon Rondo fast break, we hope to weave through the lane, do that Bob-Cousy-throwback-pendulum-move and then take it to the rim.

The upper school ended the year by devoting a day to the 1:1 student laptop program. I was so pleased that we got the faculty together to discuss the program for the first time in many years, even if fear of student distraction and tech overload dominated the discussion. Some teachers are struggling with students distracted by the myriad online opportunities once they open their laptops. Many are concerned about the effect of so much screen time on the social fabric of the school and active class discussions. Other teachers appear to be handling it just fine. On the more positive side, applications of the laptops to support teaching and learning are widespread and powerful. One teacher summed it up with, “We would never want to go back.” We will review the results of these discussions and prepare further conversations for the fall.

In the middle school, I continued my annual practice of teachers sharing successful technology integration strategies with each other. I find that teachers not already working together in teams do not regularly share lesson plans with each other. The tech share provides at least an annual moment for this to happen, allowing me to step completely to the side. It provides all teachers the opportunity that, if their colleagues can experiment with new applications of technology in the classroom, so can they. Teachers shared their work with digital audio recorders in Costa Rica, trip planning using Google Earth, reflections on literature in Moodle forums, and manipulating images of one’s self in Photoshop.

Today, we started our new web site design process. A month ago, I let go of my previous strategy to upgrade only the back-end of the web site and postpone the redesign to later. This will dovetail nicely with a reexamination of our schoolwide communication strategy. I also have the help of Drew of OneNW, who provides online communications consulting to environmental organizations. He has helped us start this process well-focused on our target audiences, their values, and their roles at Catlin Gabel. This will lead to the development of user scenarios and a detailed design document, which we will share with some part of the school community for comment. We hope to launch a new site a year from now, a site that will offer both the intuitive access to information and useful transactional tools that people now expect from an organization’s web site.

At the same time, I continue to pursue the Drupal experiment. In just two hours’ time, I built a prototype for a human resources site using Views and a Custom Content Type. This allows anyone to create an account, submit a job application, and upload attachments. It also solves many of the problems we are experiencing with our current web services provider for job applications, Ceridian. This tool would be part of our main web site platform, get applicants to a list of jobs in one click instead of three, and allow them to upload multiple file attachments instead of just one. By creating an account, the applicant may return and modify the application later on, for example to upload more attachments.

This prototype does not yet offer all of the desired features, and it appears that I will need to learn Actions in order to add automated email features to the system, for example when the HR director wants to notify at once all the applicants who did not get the job. I am also taking a look at Coherent Access (thanks, Bill), which may provide an easy hand-off from the HR office to the supervisor reviewing the first round of applicants. Since we receive 3,000 job applications a year, this will be a more strenuous test of our ability to host large volumes of content in our own system.

Summer workers have arrived, we placed our summer order for Macintosh computers yesterday, and equipment for audiovisual installations is on the way. Soon, we will be up to our eyeballs in computers to upgrade and prepare for the start of school in August. I went with two units of the new Smart 608i2 — save $900 over the 680i, as long as you don’t mind the lack of amplified audio! The Epson 1825 replaces last year’s 1815p but looks almost indistinguishable in features and form. The summer schedule is tightly scripted. On a good note, we are making more use of scripts to automate installation and configuration than ever before. Stay tuned for a report of whether it actually speeds up the configuration process.

New core switch

Yesterday, our new core switch (Cisco 6500 series) arrived, and our consultants and we took the network down briefly to test the new configuration. It passed the test, so we appear to be on track to put it into production the coming Monday evening. We will need to touch all campus switches and access points to complete the upgrade, another step in getting our entire network infrastructure under warranty and on a predictable replacement schedule.

I am pleased to attend design meetings for the proposed Creative Arts Center. The teachers have come up with fabulous ideas for the arrangement and equipping of new classrooms, which are essential to the future success of the Arts program at Catlin Gabel. The construction of the building depends on raising the requisite funds by April 1, so stay tuned as we hope that the dream will become reality. An early idea for our communications plan is to create a mini-site with a completely different graphic design and blog format to keep people up-to-date on progress toward the goal, inform, and generate enthusiasm for the project.

Yesterday, I launched a new home page design for insideCatlin, our intranet community portal. We added so many new content sections and tools to the site this past academic year that the home page no longer made any sense to users trying to find specific items. The new home page design loads the user’s Moodle cookie and displays links appropriate to that person’s LDAP and Moodle group memberships. If you go there, you will see only the base set of items unless you are a Catlin Gabel community member. They see additional items that only apply to their context in the school. In this way, we provide dozens of links to the home page without cluttering it for any individual user.

For security, a script doing the work lives outside the web directory, and the links themselves do not contain protected content. You actually have to log in before you see substantial information, a strategy borrowed from Yahoo! and other internet portals. I am also raising the visibility of media content — photos from Gallery, and audio and video files from Drupal. Naturally, I have yet to build the audio file queries, and I want to convert video upload from Video to a FLV-compatible format before working on that section. The photo thumbnails look really great, though!

This week, I hope to make good progress on several scripting projects, especially upgrading existing Perl scripts such as the curriculum map, bookstore, and admission inquiry scripts. Then, I have taken on some new projects, such as a community service tracking form and major assignments conflicts calendar. The school has so many needs for data forms with logic and calculations. It’s great that systems like Drupal are designed for this very thing, but I am still finding it a lot easier to creates the ones that require a lot of calculation or close tie-ins with our student information system in Perl rather than in Drupal. I did recently create a senior projects archive in Drupal, so I am learning to move some recording and archiving functions into there. Each senior project entry contains a brief description of the student’s project, their proposal, a link to their project blog, and their final report. This year, half the class did a senior project. Next year, the faculty hopes that all will, so the ability to review past projects and then track current ones will become even more important.

If you haven’t already, go get your $250, 500-seat iLife and iWork site licenses. Pages fills the space between InDesign and Word — our lower school teachers love it. Remember what a similar deal did for Macromedia nearly a decade ago? Kudos to Apple for the move.

I really wish I could write a separate blog post for each of the items above. I am glad I could provide you with a little reference. Do drop me a line if you are engaged in something similar and would like to compare more detailed notes.

Good luck with your summer projects. I hope to see you at Building Learning Communities in July.

Category: Strategic Planning | Tags: , , , ,
Richard | May 14, 2008
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Theory/practice divide grows


Marc Shandro

Things are heating up in anticipation of the summer. Simultaneously, we are wrapping up the current year and starting work summer work. I have the following going on now.

Evaluations: It’s time to write annual staff reflections for the IT department. Each individual completes a self-evaluation, I write a performance review, and then we meet to discuss.

Laptop Survey: We should perform an annual review of our 1:1 student laptop program so that we adapt and improve it over time. Unfortunately, we have not taken a close look at the program since its inception in 2003. This year, we will resurrect three comprehensive surveys from 2003, for parents, teachers, and students. This should provide us with useful information to reflect back to the community in the fall.

Arrivals and departures: Unbelieveable. We have about 30 personnel changes to make, what with the annual arrivals, departures, leaves of absence, long-term substitutes, and internal transitions.

Communicate fall plans: Present at closing faculty meetings to share new plans for the fall.

System replacement: Collaborate with laptop and desktop replacement for users.

Summer training workshops: Finalize schedule, teaching assignments, and open signups.

Web application programming: I am updating the bookstore, admission inquiry, curriculum map, and signup/volunteer applications. I am also going to migrate and adapt my community service script to this school.

insideCatlin redesign: Our intranet has grown like crazy this year, now comprising dozens of courses, tools, links, media galleries, and hundreds of pages of content. It is proving impossible for newbies to find what they are seeking on the site. We plan to transform the home page to provide clear guides to the content that users seek.

Public-facing web site platform migration: We hope to move our public-facing web site to Drupal with the help of a development/consulting firm.

AppleScripts: Finish developing AppleScripts to speed up laptop cleanup and deployment.

Core switch refresh: Follow the progress of this major project and participate when needed.

(I’m sure I’ve left off something important!)

While I am impressed with the manner in which the “blogerati” continue to raise the conceptual level of the ed tech discussion, I fear that this also makes it increasingly irrelevant to the daily work of practitioners like us. Last night, I caught up with my aggregator. Today, I have put together this list of urgent projects and routine tasks. The contrast struck me. I am all for questioning assumptions and redesigning education, but let us not forget the incremental changes that practitioners can make today to improve their work.

Theorists continue to raise the bar for the changes that we should make. They are right, but we also need to answer how to facilitate such discussions within the busy structure of daily school life. Our school is stable, successful, and thoughtful. We are not a technology school. We would like to improve broad aspects of our school — student workload, weekly schedule, global education, experiential learning, service learning, and affordability, among others. It’s hard to find time to focus just on technology, so we squeeze it in where we can, like so many other initiatives. As such, we must make changes over the long term, making technologies available to innovators and helping them share their work with colleagues. We measure progress over a span of years.

I question the focus and timing of the K12 Online Conference this year. It takes place for ten consecutive weekdays. Who can leave school for ten days of professional development in October? Who can follow hours of video presentations while continuing to work at school? This conference is no longer designed for practitioners. Sure, it’s possible that I might view these videos later on, but then the online community has moved on to other pastures. The strands seem more abstract than last year — will practitioners find enough meat to inform their practice?

(rant complete)

Category: Strategic Planning | Tags:
Richard | May 5, 2008
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Consumer pressure on IT departments


iPhone, by Shapeshift

Last week’s New York Times article titled “Blackberry’s Quest: Fend Off the iPhone” explained the pressure that the iPhone is placing on Research In Motion to add consumer-friendly features to new Blackberry devices. The following statement caught my eye, due to its implications for school laptop programs.

Indeed, R.I.M.’s allure to carriers and corporations may be irresistible and impossible for Apple to weaken, even if Apple improves iPhone security. But some analysts still wonder what will happen to the BlackBerry’s dominance when everyday consumers start driving growth in the smartphone market.

We have seen a similar pressure arrive here at school. Students choose their own laptop platform when they enter the high school. Historically, their choice mirrored their parents’ platform adoption: about two-thirds PC. Two years ago, the platforms drew even — 50/50 PC and Mac. Last year, 90% of students chose Macintosh.

Though we have understood for a while that Apple’s popularity has skyrocketed here, we have to this point limited our analysis to the computers’ “cool factor”, the iPod, the new acceptability of Mac to Intel parents, and the good Mac experiences these students have had in their earlier years. The Times article underscores a broader trend. Our experience with Apple may repeat itself in other areas as students and teachers apply their consumer experiences to their work at school. We may need to stay abreast of technology developments beyond the realm of business.


TiVo man, by Amit Gupta

TiVo is another good example. Many teachers now expect a different interaction with television than before, thanks to the rise of DVR in the home. Now, we have two TiVo devices on campus, though we have had to learn how to operate them within a network environment, with its increased challenges.

Category: Strategic Planning | Tags: , ,
Richard | February 8, 2007
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Global Ed and Technology

I am taking a look at the role of technology in supporting global education efforts at school. I am new to this field and have a lot to learn! The basic premise is that a school may attempt to create as many opportunities for rich interactions between its students and people/places around the world. The richest interactions involve expensive trips, but technology can play several roles. Technology-mediated communication may enhance the richness of these trips by providing pre- and post-trip activities that make the time spent there even more valuable. It may provide for less rich, but more broadly accessible interactive experiences, such as email pen pals, discussion forums, blogs, and cheap audio and video chat interactions. Finally, technology may provide expensive, rich distance interactions through such technologies as high-end videoconference solutions.

One immediate reaction I have to my first investigations in this field is that there seems to be a significant split between the high-end and low-end folk, especially when it comes to synchronous telecommunication. When you’re talking to someone halfway around the world, it seems to me that the additional expense and complexity of high-end videoconferencing is not worth the marginally improved quality. Even with Skype, it’s remarkable how close people in Africa (for instance) feel and how much richer the communication is than anything that was possible for free even two years ago.

So my first recommendation is that those looking for rich, electronic interactions with faraway people would do best to make the maximum use of inexpensive communication technologies now and then just wait. For what we consider expensive and high-end today will no doubt become inexpensive and ubiquitous in a rather short period of time.

Category: Strategic Planning |
Richard | September 2, 2006
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Environmental Sustainability

Environmental sustainability was the focus of a faculty/staff discussion on the first day of meetings. Small groups of employees were asked to brainstorm ways to move toward the ultimate goal of a 100% environmentally sustainable campus. Much of the discussion was provided by Mike of the grounds crew, who explained his department’s initiatives in plant cultivation, re-use of wooded material, composting, and recycling.

Toward the end of his explanation, Mike hit the nail on the head regarding the balance between services provided and sustainability. Given the amount of water required to maintain grassed lawns even during the summer when school is out of session, would the school community support an initiative to plant water-conserving, indigenous plants instead?

The same argument applies to computer technologies. We provide 600 computers to about 900 users. Each teaching faculty member and upper school student receives his or her own laptop computer. We set up and configure dozens of servers and network devices to provide the highest quality of computer access possible within the school’s generous constraints.

Most computers we purchase have two or three lives within the school. Some have four or five. New computers typically go to the most intensive users. When they provide insufficient capacity or speed for these users, then they cascade down toward other users with less intensive computing requirements. The few computers that are actually not of use to anyone within the school go to Rummage, our annual sale of used goods, thereby finding yet another life elsewhere. Our facilities department sends computers that no longer function to FreeGeek, a refurbishing and recycling center. In the best of cases, the machines are used by those learning computer repair skills, brought back to life, and then distributed to deserving organization and individuals. Other equipment is properly recycled, so that their raw materials can be re-used and toxics put in a safe place.

Our school community expects and enjoys a high level of computing operation. Should we purchase fewer machines in the name of environmental sustainability? What impact do the faculty and student laptop programs have on the environment? Do the benefits of these programs outweigh the costs? Probably yet, but it is worth considering the question.

Aside from scaling back our program, what else can the Catlin Gabel technology program do to practice better environmental stewardship? Instead of sending broken machines to another computer refurbishing center, we could launch our own. Catlin students could bring discard machines back to working order and donate them to people or organizations that need them. One teacher would like us to make duplex printing the standard across campus. We could make a stronger effort to replace paper distribution with electronic communication. We could replace more CRT displays with lower energy-consumption LCDs (is it worth the resulting generation of waste?). We could implement printing quotas or at least provide users with printer volume feedback.

Wouldn’t it be great if a computer manufacturer produced a “green” computer? It could use fewer toxic materials than other computers. The case and other components could be made from recycled materials. It could use slightly older, more universally available components so that there was a larger stock to draw from. It could draw less energy than it peer machines. It could come with instructions for disassembly and proper disposal (I am reminded of the HP return address labels that ship with every printer cartridge).

How do you handle the conflict between high-end technology use and the subsequent generation of computer waste? What is your tech department doing to make its practices more environmentally friendly?

Category: Strategic Planning |
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