Desk Top Support

Quite frankly, when I read over the list of topics for this chapter I didn't think I would have much to blog about. However, after reading the chapter (and re-reading parts of it) I found that there is a lot to consider. I actually felt that the chapter was too brief and I found myself searching the web for more information. The most important thing I learned from this chapter about desk top support is that I have a lot more to learn!
I have had some experience in bid writing. Many years ago I helped write bids for vehicles (buses) and other equipment for the Head Start program in my county. The process seems basically unchanged but the amount of detailed data required to write up the specifications for the bid certainly has. As technology becomes increasingly more sophisticated I am sure that the specification detail will increase, as well. I am a little bit intimidated by this, but I am confident that, with research, I will be able to write an appropriate bid request.
I don't believe I have ever given thought to the ergonomic aspect of purchasing equipment for technology. After reading the chapter, this now seems like a very important factor in choosing equipment. I think that I will have to develop a survey to determine where the equipment is being used, by whom and in what capacity and that would just be for starters. As I am writing this, I am very uncomfortable in a wonderful, ergonomic chair that does not fit well with my very uncomfortable, non-ergonomic desk! I find that my discomfort causes me to be quickly and easily distracted, which has driven home the need to examine the topic of ergonomics and furniture more closely. I was also very surprised to learn that CRT monitors emit more radiation than LCD monitors. This is really important information and yet it is only a quick comment in the text. I will be searching the web for more information on this, also.
The information on software licensing was also very helpful. In my current position, the majority of teachers under my supervision work from their home computers. Their students work from their homes and/or schools. We run into issues, on a daily basis, with file conversions, software application conflicts, browser glitches, etc. I never realized how software licensing could be such a huge problem for the schools and districts we work with. I now have a much broader concept of the issue. This will help me when presenting to schools and districts so that I can better prepare them for what they might expect in purchasing software, as far as cost and compatibility.
I actually use Intuit's Track-it on a daily basis for ticketing issues in my current position. I thought that this was the only purpose that it served. I was surprised to see that there are other uses for this program and I intend to explore those, such as technology assets management.
Security issues are a huge problem in online education. We advise all of our students and teachers who work from home to download and install a virus protection program. I personally advise them to try Grisoft's AVG (there is a free version). The security issue I deal with most often occurs when students submit files through email and they cannot be opened due to a virus being detected. The student is often very frustrated when this happens because he or she can not progress through the course without first addressing the virus problem. I have also had two incidents lately of students (presumably) posing as teachers and phishing for personal information from other students. We are currently exploring software to track this kind of activity.
I think I have learned more in this chapter than I have thus far. I have listed some specific ways that I will apply some of this knowledge to my work as an educator, such as; presenting possible software issues to new schools and districts in my trainings and having teachers and students employ virus protection programs. My colleagues have also written a proposal to administration that our teachers be provided with laptops and I definitely will revise that proposal to include certain specifications, operating systems and pre-loaded software. I will also store this knowledge in my mind and will likely refer back to this chapter as necessary, in the near future.

Software Selection Forms

I currently work for an online education company as an instructional supervisor. The software we use is decided upon in our curriculum department. However, I and the other members of the instructional management team are working to change this. A software selection form is a great concept and I have spoken to my colleagues about it, already. In the traditional model of education the teacher prepares the curriculum and delivers instruction. In my situation, these are two separate departments. We, instruction, are often burdened with the software decisions curriculum has made. Our students are accessing their courses from their schools and their homes and are working with a variety of hardware. This causes a multitude of problems. Teachers know what they need to instruct, curriculum knows what software will enhance the content and management knows what the budget can afford. A software selection form and a prescribed procedure would prevent a lot of frustration for students. Hopefully, the new technology that is emerging promises to end compatibility issues with different software, hardware, applications, browsers, etc.

reflections on the Digital Disconnect

I have reviewed the findings of the Pew report in previous graduate courses and in my current position. This is a piece which I haven't looked at closely, before. I love that this report provides quotes from student participants. The report doesn't describe what students think the students, literally, speak for themselves. It would be difficult to review in one or two paragraphs the entire article but, a couple items really struck me as thought provoking.
The first item is the students attitude toward what the internet is and what experienced educators' perception of the internet is. Educators seem to think of the internet as a repository for information like a library. Young learners see the internet as a dynamic tool to research knowledge, socialize with peers, collaborate with classmates, communicate with teachers, expand on ideas that interest them.. The internet is much more of a medium than a place.
The second thing that sparked my interest was that students seem to know a lot more about how to maximize their use of the internet for educational purposes than their teachers and administrators do. Many Educators are still thinking of computers and technology as a subject to be mastered, but students make it clear in this article that they want to use technology in every area of their education and in their daily lives.
The biggest issue is ensuring that all students have equitable access to technology. As with almost all innovations in education, some students have disadvantages that prevent them from accessing the quality of education that their peers enjoy. Socio/economically disadvantaged students may not have access to technology, such as high speed internet in their homes. Schools in those students' communities may mirror those disadvantages and may not be adequate providers of currrent and reliable technological equipment and services.