Models of Technology Management at the Community College: The Role of the Chief Information Officer

Chief information officers (CIOs) face many challenges in their ever-changing and evolving roles. In my research, I read an article titled, Models of Technology Management at the Community College: The Role of the Chief Information Officer. The article provided insights on the challenges CIOs face in higher education and how they begin to navigate these challenges. As stated by (Armstrong & Spaniol, 2011), the challenges of the ever-expanding role of the CIO encompass not only the selection and introduction of new systems and the development and delivery of end-user training for those new systems but also the need for the IT department to keep pace with the new technologies while replacing obsolete ones efficiently. The role of chief information officers as stated in the article continues to expand and will continue as technology changes and adapts. CIOs are responsible for aligning budgets with strategic plans, aligning projects with district visions, implementing, training, and maintaining technologies devices, hardware, and networks. As well as provide professional development, researching and staying up to date with innovative technology, policies, and protecting system data.

                The article also points out an interesting challenge that many may not consider when considering the role of a CIO. As stated by (Armstrong & Spaniol, 2011), as people become more comfortable with consumer technology in the home, they expect that same comfort and the associated personal flexibility in the workplace, and they expect to be able to use their personal devices at work. I found this point to be interesting. That workers expect the same level of comfort and flexibility with internet capabilities as at home. Personally, this image makes me laugh out loud as I consider colleagues wanting the same comfort they experience at home (feet kicked up, enjoying a Netflix marathon). However, I know this is not what the authors of this article meant, and yet it’s a little terrifying. When I think of the building in which I am currently employed, teachers have access to the wifi password. There has been no set expectation of what this access is granted for. I know many of my colleagues use the district’s wifi on their own personal devices at school including their cell phones from which they browse and post on many social media platforms and check personal emails. The article states that this can cause threats to the integrity of the systems and information, making the job of securing things a nightmare. It goes on to discuss the need for policies and expectations to help control these challenges. As discussed in class today, some districts are moving towards Bring Your Own Device to school and the many challenges this can cause for a CIO and CTO. In a reflection of this, our students are often allowed to bring in devices for use for classroom incentives such as Technology Parties. This has made me uneasy in the past, and through research and classroom discussions I can see why. Students have access to the District’s wifi password from their personal devices that can leave us unprotected to any number of threats. I believe my district has a lot of catching up to do in terms of technology policies and procedures.

Armstrong, S., Simer, L., & Spaniol, L. (2011). Models of technology management at the community college: The role of the chief information officer. New Directions For Community Colleges, 2011(154), 87-95. doi:10.1002/cc.449

Revamping Professional Development for Technology Integration and Fluency

Plair, S. K. (2008). Revamping Professional Development for Technology Integration and Fluency. Clearing House, 82(2), 70-74.

This The article states that many identified barriers continue to prevail in technology integration and fluency, but not for lack of teachers' trying but because of the overwhelming nature of technology. The author of this article introduces the idea of having a knowledge broker or technology coach who becomes the go between for teachers between the constantly changing technological innovations. The author also states the importance of these brokers to provide a different level of professional development to support teachers of all ability levels. In reflection, I love how this author stated that veteran teachers are not to blame. So often, we cast fault to them for the inability to integration technology but we do this without supporting them or allowing them the opportunity to make it an authentic learning experience. The author state that teachers crave a constant support person, in close proximity and available to fill in the gaps that arise with the rapid changes associated with technology. I believe that this is true with teacher of all ages, it goes back to the statement of "Tell me and I forget. Teach me and I remember". Teachers crave that immediate feedback, that opportunity to explore a new idea with an expert in the room. The final key point I enjoyed from this article is that allowing teachers to fumble along implementing technology experiences haphazardly is no longer productive or effective. Teachers need training and support! One last quote from the text that I find to be of importance is as follows, "Waiting for new teachers to enter the system as  solution is risky. Many of today's preservice teachers are the product of technologically illiterate teachers." I believe this is an excellent point! We must provide training and support regardless of the age or experience of the teacher and knowledge brokers or tech coaches are a great resources to start with. 

I 

T

Blood, sweat, and TEARS: 50 Years of Technology Implemation Obstacles

Leggett, W. P., & Persichitte, K. A. (1998). Blood, sweat, and TEARS: 50 years of technology implementation obstacles. TechTrends, 43(3), 33-36.

According to the article, teachers have faced significant obstacles in their attempts to implement and integrate technology in their classroom. The article goes on to state that these obstacles have remained unchanged for the last 50 years. In the mid-1990, the following barriers were identified in integrating technology: Time, Expertise, Access, Resources, and Support. The article provides a table of implementation factors, obstacles to technology implementation in the classroom, and possible solutions.

While this article was wrote in 1998, the content of the article is very relevant. The obstacles provided are still current. Teachers still face obstacle with lack of time, lack of personal and professional technology skills, lack of fiscal resources, and lack of technical support. The article provides possible solutions to each obstacle as well. A quote I found interesting from that article is as follows, "Additionally, we believe that enthusiastic teachers who possess the critical factors of time, expertise, and access will provide the catalyst for innovation and change in the classroom." Teachers often meet unrealistic expectations with limited resources due to their enthusiasm and drive.  

Wearable: Has the Age of Smartwatches Finally Arrived?

Rawassizadeh, R., Price, B. A., & Petre, M. (2015). Wearables: Has the age of smartwatches finally arrived?. Communications of the ACM, 58(1), 45-47.

In summary, his article discusses the market and demands of Smartwatches as well as the constraints and advantages. The article states that idea of Smartwatches is not new, it has been around since the middle of the 20th century. The idea of Smartwatches started in science fiction and then in the 1970s we saw the first LED and LCD watches. At this time, technology was too expensive and not powerful enough to provide the needed functionality so the idea failed. The article goes on to discuss the market for Smartwatches, that while they won't replace Smartphones they will coexist just as the tablet has not replaced the laptop. Two major constraints for Smartwatches mentioned in the article are screen size and battery life. Developers are still working to improve this areas including exploration into curved screens that would curve around the wrist. The article also gave two major advantages for Smartwatches. Smartwatches are body mounted, therefore users can free up their hands. Another benefit of being body mounted is that the device is located in the same consistent location for sensors to measure physical activity. Constant skin contact is another advantage listed, with constant contact your Smartwatch can better read your physical activities and location.

In reflection, the advances in technology are truly amazing. An idea that began in science fiction has now become a reality. I personally own an Apple Smartwatch, I have previously owned a Fitbit as well. As the article mentions, these devices do persuade users to live a more healthy lifestyle. The devices allow users to set goals, challenge peers, and track their every movement, heart rate, and workouts. Something I found to be interesting was that most Smartwatches have the capability to record your private information such as sensitive medical information and your weaknesses. As discussed in class today, it's a little scary to think about what developers are doing with this sensitive information and who it's being shared with.

Let Them Take Control

Ramsay, J. D. (2015). LET THEM TAKE CONTROL. Reading Today, 32(6), 38-39.

Julie Ramsay states in her article that as teachers we often reflect on our teaching and seek out ways to improve our practice. She goes on to discuss that in her own reflections, they often lead her to her own school-aged memories of anxiety and an eagerness to achieve good grades. Today's students are not all that different. Julie goes on to state that she decided to open up discussion in her classroom with her students on expectations and grades. Her students stated that they often weren't sure why there being assessed or how they were being assessed. Her students weren't taking ownership of their academic tasks because they saw no value in what they were doing. Julie goes on to state that by opening up the conversation she was able to make changes. She now has her students dissect standards, asking themselves what do I need to know or be able to demonstrate to show mastery of this standard. By giving students control, they are taking ownership of their work and learning. 

 In my own reflection of my teaching practices and earliest school memories, I too aim to ease my students' anxiety about school. I stride for my classroom to be a safe community for my students where they can feel encouraged to try new things and make mistakes. In reflection of Julie's article, I see I have an area of improvement to make. On the daily I'm collecting data toward my students' Individual Education Plans and documenting. This data and documentation is critical to allow me to report on student progress and to guide my instruction. However, when collecting this data I don't always share this data with my students. I praise and cheer for my students when they advance a reading level or make progress towards these goals but I don't always invite my students in to their goals. My older students grades 3-5, we conference on academic goals. We create graphs to track progress and set short-term goals to achieve their goals. In reflection of this article, this fall I will start this conferencing with all my students. Empowering them to see what their goals are and showing the connection to what we do everyday to achieve these goals. 

Juli 

Can I use this App or Website for My Class?

Miller, B. (2016). Can I Use This App or Website for My Class?. Knowledge Quest, 44(4), 22-29.

This question is frequently asked by educators all across the country. According to this article, this question is indeed a difficult question to answer. The article suggest to take into consider the grade level, students ages, and the website/app restrictions when deciding if you can use an app or website in the classroom. Additional considerations should include the Children’s Internet Protection Act (CIPA) and the Children’s Online Privacy Protection Act (COPPA).

The article suggests a good resource for teachers when faced with this question is your school’s librarian. According to the article, school librarians should be in the know on rules on CIPA and COPPA and know where to find the age limitations for any website and associated app. School Librarians should also help keep students safe online through educating students about digital citizenship, their digital footprints, cyberbullying, cybersafety, and general caution when using the Internet. A great resource mentioned in the article is Common Sense Media. Oh this webpage, parents and educators can review ratings of Apps, websites, and other digital forms of media. The ratings are given by Common Sense Media as well as teacher’s reviews. The webpage also provides free, online lesson plans on teaching students about digital citizenship.

While this article provides great information to consider, I also believe that it is an educator’s responsibility to research websites and Apps they would like to use in their classrooms. If I was considering using a website in my classroom I would consult with our school’s librarian and our IT assistant on what content the website would be collecting and the age requirement. I believe that it is also my responsibility to read the Privacy settings as stated on webpages and Apps prior to downloading. I am responsible for keeping my students safe online when they are in my classroom. I will also be looking into using Common Sense Media’s digital citizenship lesson plans to introduce internet safety in my classroom. I currently use Common Sense Media when considering which video to play as a classroom reward. The webpage gives a detailed rating on movies and states what audience they would be appropriate for.  In conclusion, I believe with all of us working together as a team: parents, librarians, educators, IT directors, our students are better protected and educated about Internet safety. 

How could Open Education Resources Cause Changes in Schools?

The Department of Education defines Open Education Resources as teaching, learning, and research resources that reside in the public domain or have been released under a license that permits their free use, reuse, modification, and sharing with others. This idea really isn’t all that different from the mantra we’re taught during student teaching; beg, borrow, and steal from other teachers. Our colleagues and other educators are our greatest resources in the education world. I have learned more during my teaching experiences and discussions with other professionals then in the four years of my undergraduate.

There will always be positives and negatives to every situation that brings change. A few positive changes in OER would be: students are able to access information from anywhere at any time, multiple times. There is no limit of access to information for students. Students are able to receive information in a timely manner, no longer are they waiting for current events to be published in textbooks. Open education resources could also be used to replace textbooks which would help to eliminate textbook costs for school districts.

 However for the past five years, I have been working on a curriculum committee for our district to write the English Language Arts Curriculum. It has been a struggle to build a curriculum from the ground up with little to no resources. While our district is saving money on textbook expenses, I can guarantee our cost of copiers; paper, ink, and copy repairs are through the roof. We are constantly searching for materials to use to create our curriculum, not just to supplement. I know what you’re thinking, if you’re creating a curriculum in the 21^st Century, what are you doing waiting in the world’s longest line at the copier? Wellllll, even with money saved from textbooks, we still don’t have the funds to provide devices to each student. Our devices consist of two computer carts with laptops that you can check out during blocked off class periods. Even when checking out computer carts for a lesson, there’s no guarantee the Internet will be a willing participate in your lesson. The struggle can be too real. Hence, why most teachers are at the copier… most know they can’t depend on the tech. Not just that, but when working with a close read, for me nothing beats a physical copy. My learning style requires that I highlight, annotate, and use close reading marks to comprehend information. It’s part of our job to assist students in identifying their individual learning styles and adapting curriculum to meet those needs.

I don’t believe that there is a one size fits all in education. In my opinion, Open Education Resources are great to supplement and modify curriculum. OER should not be used as the primary curriculum just as a textbook shouldn’t be either. As a special education teacher the name of the game for me is to modify, adjust, and personalize learning to meet the needs of my students. I do this through curriculum I create, online resources, and pieces from previous textbooks. Teachers have always been creative and capable of creating something more for their students. Why limit them to just one tool?

Information was obtained from:

The Department of Education https://tech.ed.gov/open/