EduTech Steering Committee
November 3, 2000
The Lodge at Woodcliff
Members Present:
Joe Backer, Superintendent Letchworth Bev Ouderkirk, District Superintendent GV BOCES
Phil D'Angelo, Superintendent Warsaw Tiffany Phillips, Superintendent Bloomfield
Chuck Kortz, Superintendent North Rose-Wolcott Camille Sorenson, Director EduTech
Joe Marinelli, District Superintendent WFL BOCES Steve Uebbing, Superintendent Canandaigua
Jack McCabe, Associate Superintendent WFL BOCES
Members Absent:
Gary Hammond, Asst. Superintendent GV BOCES
Bob Smith, Superintendent Elba
Guest Presenter:
Amy Perry, EduTech Education Strategist
Meeting began at 8:45 a.m.
I. Snapshot Survey Results – Amy Perry, EduTech Education Strategist
Amy Perry presented preliminary findings from the 4 BOCES Snapshot Survey, which surveyed educators and their impressions of the impact on technology in education.
How did we get here?
US Dept of Education Grant
University of Michigan Center for Highly Interactive Computer In Education
University of Northern Texas
Idea present to NYSCATE 1/22/00
Approved by Steering Committee in August
Letters distributed to all teachers through administration 10/1
Survey live 10/2/00 -10/27
Data Analysis
Pass One: Overall general analysis of data as one group (4 BOCES combined; Cattaraugus-Allegany-Erie-Wyoming BOCES, Steuben-Allegany BOCES, Genesee Valley BOCES, and Wayne-Finger Lakes BOCES) to give initial snapshot
Pass Two: Results analyzed per region (multiple BOCES and individual BOCES)
Pass Three: Results analyzed and reported per school district (with option of per building)
Pass Four: Results analyzed per state and combined with other states for national reporting
Results
- Sharing of Pass One results to give overall "snapshot" for 4 BOCES region
8900 teachers surveyed; 2950 responded
Amy does have individual lists of responses from each school.
- Data being compared to NYS BEDS data to determine full state reflection.
Discussion
At this point we would normally want to do a press release. However, there is a large disparity
At this point we would normally want to do a press release. However, there is a large disparity
between the administrators and teachers. Want to review and cleanup data before reporting.
A Histogram is given for every question. Amy can give us specific information from the EduTech
A Histogram is given for every question. Amy can give us specific information from the EduTech
region.
Joe Backer asked if this information could be shared at the Superintendent's meeting November 16. Yes.
Our rate of response for this region was 48.6%. Tiffany Phillips asked if this was because of other regions not having access to computers. Will they do a report on sharing how computer coordinators were creative to get responses? These strategies would be helpful within districts for getting in-house response to surveys.
Tiffany asked about the difference between admin & teachers. Amy just received the data early this morning and would like to wait until she has the cleaned up data to report on that issue.
Breakdown of responses from all four BOCES:
elementary 1,048
middle school 524
high school 991
few pre k
few post secondary
Years teaching experience:
1-5 years 618
6-10 years 458
11-16 years 354
20 + years 1,058
Where do you get information for teaching with technology:
1,000 responses said school resource people
Better teacher with technology:
Strongly disagree 165
Disagree 294
Neutral 672
Agree 666
Strongly agree 368
If my district offered professional development activities delivered via the Internet, I would use them:
Strongly disagree 87
Disagree 141
No opinion 511
Agree 1,382
Strongly agree 555
I believe that the role of schools will be dramatically changed because of the Internet within 5 years:
Strongly disagree 209
Disagree 538
Neutral 911
Agree 716
Strongly agree 282
Discussion
Discussion
The question was asked if the committee could have this data to share with CSOs.
Concern shared that it is easy to say you would use on-line staff development, but skeptical that it would actually happen.
Concern with plagiarism issues. We need to teach the students how to use the information.
External:
Press release - NY Times, Education Week, Finger Lakes Times
Data Share and report analysis with NYSED and NYSCATE
(BOCES data will be shared but not individual district results)
Would be helpful to know the timing of this so that districts can be prepared for questions.
Internal:
Sharing data with relevant BOCES departments
Discussion
Proposal
Share the results of Pass two-four with Steering Committee
Discuss implications with region
Discussion
Discussion
Chuck Kortz asked a question about research on use of data in surveys. Number of questions came up today that would almost refute some of what survey says. If we are going to try and predict trends there our certain cautions, particularly 30% overall return. That doesn't necessarily reflect the whole educational arena. The 30% are all likely users, are the remaining 70% using technology. People are quick to check off on survey, but do they or will they actually do. Need information regarding the measures of errors involved and cautions.
Amy Perry responded that the purpose is to get an overview of the teachers, are we heading in the right directions. Some districts had 100% participation and some did not. This data would be helpful district wide.
Joe Backer stated that districts that had 100% participation might be more highly involved technically.
At one point this was a precursor to a statewide survey. The statewide survey is scheduled to take place during the February –March time frame. The data is being reviewed because right now there is a disparity among our region between the haves and have nots and this could be reflective of the state.
II. Project Accelerate – Jack McCabe
The purpose of this presentation is to update the components, direction and evolution of the Project and to get
input and assistance from the Committee regarding direction, support building and communication activities with districts and their staff.
Presentation Subjects:
The Charge
The Project defined: Aim, Goals, and Consortia
The Project's Current State:
Technical model
Content model
Products
Business model
Evaluation model
Networking
Marketing model
The Charge:
We will create and use new visions of education which reach beyond the classroom to develop and improve educational programs." (Strategic Plan)
Use Technology to change the current state and understanding of “Distance/Time/Teaching/Learning” (Strategic Plan)
Provide the tools that foster the integration of technology into teaching and learning (Steering Committee)
Project Aim and Goals
Project Aim and Goals
Aim
- The provision of timely NYS standards focused instructional support for educators, students and the
community through the use of digital technologies.
Goals
- A full range of web based courses and instructional support materials and resources...available anytime,
anyplace
- The development of a one stop comprehensive NYS K-12 instructional support web destination
- Online tutorials, instruction for students in areas related to NYS Standards, Regents Exams, and AIS
- Ongoing technical development and sharing of web enablement tools
- Develop and set conditions for creating, supporting a culture of use regarding technology integration
into the classroom.
The Consortia:
Broom BOCES NYSCATE
Center for Applied Technology Orange-Ulster BOCES
Erie 1 BOCES Oswego City Schools
Questar 3 BOCES Rochester City Schools
GV BOCES Buffalo City Schools
Herkimer BOCES Rochester Diocese
Hilton central Schools Rockland BOCES
Monroe #1 BOCES WFL BOCES
Nassau BOCES WXXI Public Broadcast station
Technical Models:
All open architecture, industry standards
No dependence on proprietary software applications
Easily scalable to large numbers of users
Databases that "talk with one another easily"
Searchable resource pages
Web site authoring anytime, anyplace
Functionality design by K-12 educators
The Content Model
The Content Model
Recognize the large volume of original content that needs to be developed
Minimize competition, credit and redundancy
Develop strategic partnerships
Plan and organize content development together
Share
At this point Jack went to the Accelerate web site: www.accelerateu.com
At this point Jack went to the Accelerate web site: www.accelerateu.com
Information available on site Home Page:
NYS Assessments
K-12 Students & Parents
Professional Educators
Site Info & Help
You can log on with your profile teacher, student, parent, administrator, etc. Articles that are relevant to your profile will be available to you.
Jack walked committee through site.
Current Courses
Current Courses
Elementary English Language Arts: Introductory level
Elementary Math: Introductory level
Middle School English Language Arts: Introductory level
Middle School Math: Introductory level
The ABC’s of Rubrics
Community Leaders Course for Online Facilitators
Multiple Intelligence
Math A Online Course
Elements of Instruction
Document-Based Questions
Supervising Student Teachers
Global History
US History and Government
Courses in Development – (should be available sometime in the Spring)
Courses in Development – (should be available sometime in the Spring)
Developing Parallel Tasks (Broome)
Developing Teacher Portfolios (Giselle Martin Kniep)
Responding to Teacher Portfolios (Kniep)
Reflecting Student Work (Kniep)
Foreign Languages Proficiency (WFL)
Science (WFL)
Early Literacy Suite-profile, reading and writing (Cambourne and Turbill)
Differentiated Instruction (Nassau)
Curriculum Mapping (Herkimer)
Elementary Geography (NYS Geographic Group)
Data Analysis (Erie 1)
How to write an online course (Erie 1)
Discussion
Discussion
Need estimates on how long it will take to complete each course. (web site provides course description, estimates time to complete, what is required to take the course)
Evaluation Model
Evaluation Model
Online Courses-external research evaluation; Alfred University
Key Areas Measured: Impact on Classroom Practice; Understanding of new standards/assessments/key concepts; Impact on technology integration into the classroom; the Online delivery model
Method: Teacher surveys and interviews
Networking Model
Key Positioning for funding and policy influence at State, National and Corporate levels
- NYSCATE - ISTE
- Title III - Congressional Web Based Education Commission
Executive Computing Council - HP
Publications--on advisory council for Converge; Curriculum Administrator; and Technology and Learning
Business Model
Business Model
(current) Cooperative/Shareholder based
- (funding) Title III grant; Consortium fees; Edutech R&D
(projected) extension of market to all of NYS and rest of USA via additional partnerships and grants.
-(funding) Title III and other grants; Consortium fees; vendor model outside of NYS
Marketing/Awareness Model
Marketing/Awareness Model
GV BOCES and WFL BOCES-increase direct access to principals and teachers via written communications and individual presentations at the building level.
Statewide-development of marketing materials and advertising via grant funds and WXXI promotion.
Participation
Participation
School Year 98-99 159 people on-line courses, 60-70% go through the course, feedback mostly on technical
side
School Year 99-00 746
School Year 00-01 543 people during first three months
Discussion:
Who owns this service? In a legal sense EduTech does. Avoided getting into all the detail with consortium.
This is wonderful stuff, way above cutting edge.
III. On1ine Courses for Students
The committee decided to wait for Laura Lavine's (Liverpool School District) presentation before deciding what they want to do.
The other positioning piece is on CoSer Aid for students.
There are six districts that currently have approximately 100 students going through courses as part of the grant. We didn't have the manpower to go out and sell. Districts contacted us and we provided. Dundee is providing their physics course through on-line course.
We are doing pre and post interviews with the students and teachers. Districts involved Williams, MW, Midlakes, Newark, Dundee, Livonia and Batavia. Majority of students taking physics I and II.
It is easier to show aidability for professional development, it is more difficult to show student. If a group is working together it is easier to show.
Online discussion works into Steering Committee being a leadership group for technology
IV. Miscellaneous
Camille gave brief update on a level check for LAKENet after being in operation for three years and on Operational Statistics.
Services that have evolved on LAKENet:
Internet access
Filtration
Firewall
E-mail
DocuShare
Video (Real) (Quicktime)
Chat
Online Courses
I-Talk
List Serv
Remote dial in
Remote diagnostics
Groupwise
Border Manager
Flowport
COGNOS
SAA database
Special Ed database
Network management CISCO Works 2000
(Disaster Recovery)
(R&D telecommunication LAKENet II)
Camille reviewed a number of Operational performance statistics.
V. 2000-2001 Meeting Dates
December 7, 2000 - Marriott Thruway 8:30 a.m. to 1:00 p.m.
February 2, 2001 - Woodcliff 8:30 a.m. to 11:30 a.m.
April 6, 2001 - Marriott Thruway 8:30 a.m. to 11:30 a.m.
December 7:
Approve 2001-2002 Budget
Cost Study
Liverpool Online Courses
Parking Lot:
What are we moving towards.
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