Tampilkan postingan dengan label Technology. Tampilkan semua postingan
Tampilkan postingan dengan label Technology. Tampilkan semua postingan

Connecting the People on the Scene of an Emergency at Your School

Posted by Unknown Rabu, 04 September 2013 0 komentar

The following is a guest post by Erik Endress.

In the days following December 14th, 2012 school administrators, educators, law enforcement personnel and parents have undertaken the most comprehensive look at school safety since the Columbine massacre of 1999. While much of that discussion has focused on preventing a Newtown-style active shooter from making entry to a building, history shows that the majority of active shooters appear from the inside of the school, in the form of a student, staff member or parent who has unfettered access to the building.


I do not believe that we can prevent active shooters, intent on doing harm at our schools, from carrying out their plans whether they emerge from the population already inside the building or arrive on school grounds unannounced as happened in Newtown.  Anyone with access to the building can carry an arsenal of weapons or explosives into the school and unleash an attack from inside.

Where I believe there is room for improvement is the ability to connect administrators, educators, employees and local first responders on the scene of an emergency at a school or on a campus. After all, educators and students are using technology to connect with people around the world; shouldn’t they be able to connect to the teacher in the next classroom or the police officer who may save their life? I think so.

Think about what happens in your school today. How are lockdown or evacuation alerts communicated? In most schools, one or two people, usually administrators, are authorized to call a lockdown and they can only do that using the PA system in the main office, which is generally adjacent to the front doors.

Speaking at the New Jersey Association of School Administrators School Security Conference in March of 2013, former Newtown Superintendent Janet Robinson said that it was a school bus driver who called her secretary to report a shooting at Sandy Hook Elementary School and she thought the report couldn't be true. "I said, 'it's impossible. It must be a domestic dispute in the area," the superintendent recalled. "I said, 'Call the school and see if it's close, see if we need to do a lockdown."

Why isn’t every employee able to call for a lockdown or evacuation if they see something dangerous? Perhaps the gym teacher is on the athletic field with students when he or she sees a suspicious person appear from the woods. Or a teacher in a classroom has a student pull a handgun from their backpack. In both instances, the time that can be saved communicating the alert can save lives – that’s why our system enables any administrator, employee or law enforcement officer to instantly broadcast an alert (lockdown, lockout, evacuate) from their own mobile device or a computer, to everyone involved. That alert is also sent instantly to your local law enforcement officers, who may be passing right by the school at that moment, reducing response time.

Once employees receive an alert, they connect with everyone on the scene by checking in to share their actual location inside or outside of the building, their status, headcount, a message and reporting missing or found students, in just seconds, using their own mobile device or a computer. Whether in the corner of their classroom, hidden in the closet or at the evacuation zone, every employee can connect to report their status and receive real-time information updates via text.

As employee check-ins are occurring, they are displayed in real-time on the SW911 LiveView dashboard. Responding police and fire personnel can connect instantly to see if anyone is reporting that they are being held hostage, near the threat or are trapped by fire or building debris, all high priority situations. This enables first responders to see where help is needed now, instead of searching the entire building or campus without any information.

School administrators can use SW911 to be instantly alerted to emergencies at their schools and can access the LiveView to monitor or manage incidents of any kind, from anywhere.

SW911 was used for the first time in New Jersey on January 8, 2013 and today, thousands of school employees and first responders are on the network. Schools can try the system for free for up to two months prior to switching to a paid model, which is just $3 per employee, per month.

For more information visit www.sharewith911.com or email Erik@sharewith911.com

Erik Endress is the CEO and Co-Founder of OnScene Technologies, Inc. which makes Share With 911. He has been a volunteer First Responder in his hometown of Ramsey, NJ for over 25 years and is a recipient of the New York City Mayoral Award for Heroism & Bravery. His experience as a First Responder, a former school board member and as an education technology specialist, Erik saw an opportunity to leverage the technology being used in schools and in the hands of First Responders to connect everyone involved during an emergency and let them share information with each other. 

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The Web 2.0 vs. Traditional Learner

Posted by Unknown Senin, 28 Juni 2010 0 komentar
This morning I came across this amusing, short video that highlighted one of many advantages that digital learners have over their traditional counterparts:



This video serves as a great catalyst, in my opinion, to begin listing all of many benefits students receive when immersed in learning environments that combine solid pedagogical techniques with web 2.0/digital resources.  Please consider sharing your thoughts on this topic in an effort to create a powerful list of advantages that can be shared in schools that have yet to embrace this philosophy.  We have the power to help initiate change where it is desperately needed!

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Promotion of Learning Beyond School

Posted by Unknown Jumat, 04 Juni 2010 0 komentar
The other night I was invited to attend the New Milford Girl Scouts Awards Ceremony as a "dignitary".  As I sat there and listened to the accomplishments of each Troop I was amazed by the service and authentic learning experiences these girls were being exposed to.  Their intrinsic motivation to give back to the community and others was inspiring.  I quickly realized that the only true dignitaries in the room were the girls being recognized for their incredible accomplishments.  The following is an excerpt from the program detailing the Silver Award winning project of Troop 58 (the majority of the girls in this Troop are NMHS students):

Textbooks can tell you facts, but it takes people to make history come alive. After meeting with members of the New Milford Historical Society, the girls of Troop 58 began to realize how important it is to hear about our past from the people who actually experienced it. New Milford is an awesome place to live, and the girls decided that they wanted a permanent record of what life was like in our town. Thus our New Milford Oral History Project began. During the process, the girls researched the town history and learned about the American Memories Oral History Project run by the Smithsonian. They generated interview questions, met with members of the New Milford Senior Citizen Center, transcribed the interviews and also created four videos that captured the memories of New Milford residents. These were then donated to the New Milford Historical Society for inclusion in their archives. Not only did the girls learn fascinating tidbits about the “Brown Bomber, a bus service in Hackensack, The Ames Brothers, boat traffic on the Hackensack River and rhubarb farms, but they also had the satisfaction of being part of preserving New Milford’s history for future generations!
All I can say is WOW!  As an administrator I place an emphasis on my teachers utilizing authentic instructional techniques and train them on the associated pedagogical aspects.  This project, combined with a service component, resulted in a powerful learning experience.  When it was my turn to speak, I spoke about the significance of this type of learning experience outside of school and emphasized how authentic it was.  In particular, I discussed the attributes of effective authentic learning experiences evident in the project.  These included:

1. Relevant and meaningful to the learner
2. Real-world connection
3. Collaborative
4. Identified audience
5. Open-ended
6. Defined roles

Not to be forgotten in all of this was the effective integration of technology on behalf of the students under the guidance of the troop leaders.  They used iPods with recording devices for the interviews and iMovie on Mac Books to create the videos.  Does it get any better than this?  A love for learning and commitment to community service are two values that will lead students down a path of success.  Examples like this motivate me to become a better administrator and make me so proud to be the Principal of New Milford High School.  As I always say, my students ROCK!

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Google Sites Rock!

Posted by Unknown Minggu, 23 Mei 2010 0 komentar
The development and maintenance of a website used to be an expensive and complicated task that was not really embraced by many teachers.  The financial constraints alone posed a huge discouraging factor.  Creating a class website or page is now easier than ever.  Teachers now have the ability or organize and routinely update content, assignments, videos, and presentations for students in an easily accessible format for free using Google Sites.

Mr. Keith Devereaux, a science teacher, at New Milford High School, has been using Google sites over the course of the year to establish an information portal to the classes he teaches and as a way to develop engaging learning activities on particular topics.  You can view his main site here and one on electricity/magnetism here.  His AP Biology students are currently creating a Google site on the systems of the human body.    Certain coaches have also begun to create Google sites for their teams.  Mr. Greg Kelly, NMHS Physical Education teacher and track coach, created a Google site for the track and field program.  Here are some quick reasons why I feel teachers, coaches, and club advisors should have a Google site:

1.  Information hub (core curriculum standards, access to digital textbooks, notes, syllabus, proficiencies, etc.)
2.  Access to content 24/7.  Students that are absent can quickly and easily acquire missed assignments without having to ask the teacher upon their return.   This is also great for students that might have missed something during class, want to work on reinforcing the material at home or when away, and to prepare for tests/quizzes.
3.  Calendar of events (assignment due dates, meetings, practice/game schedules).
4.  Links to printable forms, assignments, etc.  Google forms can be embedded onto the sites as a self-grading quiz.  Polls and questionnaires can also be included to collect useful information.   View a quiz that Mr. Devereaux created using Google forms to go along with the Electricity and Magnetism Google site mentioned above here.
5.  Links to supplemental resources.
6.  Promote student achievements and accomplishments.

Google sites are also a great resource to use when delivering professional development.  Keith and I used a Google site during a March presentation on authentic-based learning environments and web 2.0.  Multiple Google tools and activities were inserted into the site, which was accessible to the participants before, during, and after the presentation.  The recent Google Teachers Academy for Administrators also used a Google site for the one day training. 

I think I have done a pretty good job outlining reasons why I think Google sites rock!  Please share any additional ideas you have in the comments section. For more Google app resources visit my Delicious page.

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Some Quick Edtech Tips for School Leaders

Posted by Unknown Minggu, 16 Mei 2010 0 komentar

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The Complete Package

Posted by Unknown Minggu, 09 Mei 2010 0 komentar
As an administrator one of the most satisfying parts of the job is seeing teachers collaborate willingly on interdisciplinary lessons. This type of learning is extremely important in terms of providing students with connections between the content areas in order to provide a heightened sense of relevance and understanding. I was excited to learn last week about an activity that was being planned for a field trip to the Metropolitan Museum of Art in New York City. New Milford High School teachers April Millian (math) and Lisette Morel (art) approached me about creating a scavenger hunt podcast activity for the students to complete while visiting the museum. This idea fascinated me as we all know that certain field trips do not have an adequately embedded learning activity for the students to complete. After receiving my approval, April and Lisette created their podcast using a macbook and then uploaded it to iPod nanos from the school's mobile iPod learning lab. Each student was then issued an iPod upon arrival to the MET and off they went.

In addition to the iPods, my teachers also took a Kodak Zi8 with them to document the learning experience on this field trip.  This activity illustrates how to successfully create an interdisciplinary lesson and integrate technology in order to ensure that students are actively engaged while on a field trip.  It should be noted that this is the first time my two teachers have not only used the iPods, but created a podcast of this nature.  As I have stated in previous posts, taking risks is essential in order to spur innovation and change.  I commend  teachers like April and Lisette who are willing to move beyond their comfort zone in order to make learning engaging, lasting, and most importantly fun!

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Banning is the Easy Way Out

Posted by Unknown Senin, 03 Mei 2010 0 komentar
In the field of education change and innovation are words that are often spoken, but rarely acted upon.  As our world evolves, technology has become increasingly prevalent in the lives of students.  They are now part of a digital generation that have incredible opportunities to create content, collaborate on a global scale, and follow a path of continuous, life-long learning that extends beyond the walls of a school.  It is an exciting time to be in education because of the plethora of exciting tools that are currently available to schools.  These tools can be successfully used when integrated effectively to readily engage students in the learning process.

With that being said, I was very taken back recently by multiple media outlets covering a story about a NJ Middle School Principal who had asked his parents to ban Facebook and other forms of social media at home.  Banning students from accessing social media will only push them to utilize these sites in secret, which will not provide a solution to cyberbullying.  Just look at the negative effect Prohibition had on adults!  I commend this Principal for truly exhibiting a genuine concern for the safety and well-being of his students, but remain perplexed about the path he has chosen to take.  As educators it is our task to teach students how to make responsible decisions, think critically, solve problems and communicate effectively in order to succeed in society.  Instead of rolling up our sleeves and tackling an issue such as cyberbullying head on, it is used as an excuse to prohibit students from potential meaningful learning experiences both in and outside of school.  

A few years ago I would have been leading the charge on banning all types of social media, both in and out of school.  As a matter of fact, I was instrumental in getting sites like Facebook and YouTube banned at my school. So why the change? It’s simple, I became educated on the many positive ways in which these resources could be used to connect with students on their level and how I could leverage them for my own professional growth.  I finally opened my eyes, stopped making excuses, and decided to actually pursue innovative change.  In recent discussions with students at NMHS they revealed how much social media technology is a part of their lives and asked me to create a school Facebook page.   This page is now used as a model for students to see and learn how to properly use this resource.  Not only did I create the page, but I finally created a personal Facebook account after six years of resistance. I have even provided training to parents and students on how to use Twitter educationally.  

All school communities have issues with irresponsible social media use and mine in not exempt.  However, we can seize this opportunity by working with all stakeholders to actually teach a meaningful lesson on social responsibility.  I encourage school leaders to inform parents on how they can create environments at home that promote acceptable use, rewrite curriculum, model effective use, and include student perspectives on creating best social media practices.   In the 21st Century social media use will only continue to increase.  Communication, collaboration, and information are essential in decreasing cyberbullying, not banning.

P.S. Hopefully the media (i.e. CNN, CBS News, Huffington Post, FOX News, ABC News, etc.) doesn't take the easy way out as well and publishes stories on all of the many education benefits of social media. Wishful thinking right?

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