If you're looking for a web conferencing solution, it might be worth experimenting with Adobe ConnectNow. I tried out the 'free' version with a co-worker today and was fairly impressed with the results. Most of the details are on the page linked, but a few points of note:
* The free version is for up to 3 users, including the host. There are fee-based options for additional connections
* There's no need for attendees to register or to have any software other than Flash Player
* In a single interface, I can see the presenter's screen, hear the voice, view a webcam and participate in a chat
* Remote desktop capabilities are there as well
I'm sure there are other products available and there may be other features of this product that I didn't experiment with but, for some of the interactions that I have, I could see where this product could be quite useful. It's worth a look!
Tuesday, February 9, 2010
Friday, February 5, 2010
"Should I Apply for Internal Connections?"
It's early February, which means "E-Rate Form 471 filing" to the K-12 CIO community. I've had several districts ask me or speculate aloud regarding whether to apply for Internal Connections (Priority 2 funding) for their schools. It's a difficult question and I'm never in a position to say "don't apply", but we can certainly look at the data to speculate on the situation.
E-Rate Central does a great job of this in a recent newsletter. In it, there's an interesting graphic that details the past three funding years, the amount of rollover funds and the Priority 2 funding threshold. Their chart states:
Funding Year 2007, $650M rolled over, P2 threshold 81%
Funding Year 2008, $600M rolled over, P2 threshold 87%
Funding Year 2009, $900M rolled over, P2 threshold will likely be 70-78%
I thought I'd look at some of the cumulative USAC data a different way - all data approximated and keep in mind FY 2009 is still being funded:
Funding Year 2007, $1.4B total P1, $482M P2 90%, $463M P2 80-89%
Funding Year 2008, $1.6B total P1, $641M P2 90%, $208M P2 80-89%
Funding Year 2009, $1.4B total P1, $432M P2 90%, $399M P2 80-89%
That same E-Rate Central note above points out that there's only about $500M available to be rolled into FY 2010 at this time. I suppose that could grow slightly, but there are other factors at play. With the economy as it is, discount levels have risen for many districts. There are more 80% and 90% schools, which is going to mean more school districts at a cumulative 81% and above.
My theory (and it's only one person's opinion) is this: School districts see that the FY2009 P2 threshold is going to go below 80%. They also see that they may have a higher discount level for the first time (or first time in years). Those factors will likely combine to produce great demand in the higher discount levels. Add that to the amount of available rollover funds (which will be similar or less than FY2007/FY2008 levels) and we could see an FY2010 P2 threshold above 80%.
This certainly doesn't mean "don't apply", but the historical numbers presented don't support another year of sub-80% P2 funding. We shall see.
E-Rate Central does a great job of this in a recent newsletter. In it, there's an interesting graphic that details the past three funding years, the amount of rollover funds and the Priority 2 funding threshold. Their chart states:
Funding Year 2007, $650M rolled over, P2 threshold 81%
Funding Year 2008, $600M rolled over, P2 threshold 87%
Funding Year 2009, $900M rolled over, P2 threshold will likely be 70-78%
I thought I'd look at some of the cumulative USAC data a different way - all data approximated and keep in mind FY 2009 is still being funded:
Funding Year 2007, $1.4B total P1, $482M P2 90%, $463M P2 80-89%
Funding Year 2008, $1.6B total P1, $641M P2 90%, $208M P2 80-89%
Funding Year 2009, $1.4B total P1, $432M P2 90%, $399M P2 80-89%
That same E-Rate Central note above points out that there's only about $500M available to be rolled into FY 2010 at this time. I suppose that could grow slightly, but there are other factors at play. With the economy as it is, discount levels have risen for many districts. There are more 80% and 90% schools, which is going to mean more school districts at a cumulative 81% and above.
My theory (and it's only one person's opinion) is this: School districts see that the FY2009 P2 threshold is going to go below 80%. They also see that they may have a higher discount level for the first time (or first time in years). Those factors will likely combine to produce great demand in the higher discount levels. Add that to the amount of available rollover funds (which will be similar or less than FY2007/FY2008 levels) and we could see an FY2010 P2 threshold above 80%.
This certainly doesn't mean "don't apply", but the historical numbers presented don't support another year of sub-80% P2 funding. We shall see.
Wednesday, February 3, 2010
Are you creating content or consuming it?
As devices change and prices continue to inch downward, I'm becoming slightly more convinced each day that more and more school districts will attempt to put some type of technological devices in the hands of every student. I've been involved with several school districts as they discuss the pros and cons of such thoughts and novels could be written on the factors that should be considered as this topic is bandied about.
Make no mistake - I think the most important question that could be asked when considering a device for a 1:1 initiative is something along the lines of "what does the end result look like in your vision" or, put a bit more bluntly, "what do you want users to do with it?"
As different devices are being evaluated, that needs to be a focal question. While I may be oversimplifying the topic a bit with this post, one theme to be considered when evaluating devices is whether the device is built to create content or to consume it.
Consider, for a moment, smaller devices. Here are netbooks from Dell, HP and Lenovo. While not having a 'netbook', Apple has an iPod touch and the coming iPad that you may have heard a little about. Are these good or bad for education? Are they good or bad for 1:1 consideration? These aren't the right questions. Depending on what you want to do, these may be great or terrible devices. Apple execs might quibble with me on the iPad and who really knows since the device hasn't been released yet, but I would generally state that these devices mentioned are fine for most consumption of content. Teachers and learners need to consume vast amounts of content. We read books and articles, watch videos, review (and maybe take?) notes. All of this is well and good and, if this is what you envision your students doing with these devices, then items in this category might be worth consideration. **SIDE NOTE** Though this is another topic for another time, districts need to consider warranty and how long they expect users to carry these devices. Most devices in this category do not carry a lengthy warranty as a standard and this is well worth considering.
Your more powerful desktops and notebooks carry a higher price tag, but they are generally considered better for creation of content. I won't bother with all of the links, but devices in this category can contain many of the following features: fast processors, large displays, webcams, high-speed wired and wireless ports, multiple USB, Firewire and SD connectivity options, high-end graphics cards, long battery life, built-in DVD burners, large hard drives and/or solid-state drives and on and on and on. You may need some of this, all of this or none of this. At times, teachers and learners may be asked to create and edit videos. Manipulating large video files and keeping them in memory can be very resource-intensive. Some engineering software like AutoCAD requires powerful specifications for the computers to run the software.
This isn't to argue for or against one category of device. The point here is to ask the right questions when making a large decision like this. Districts need to have that instructional vision and determine ahead of time whether that device being carried around will be used primarily for consumption of content or creation of it.
Make no mistake - I think the most important question that could be asked when considering a device for a 1:1 initiative is something along the lines of "what does the end result look like in your vision" or, put a bit more bluntly, "what do you want users to do with it?"
As different devices are being evaluated, that needs to be a focal question. While I may be oversimplifying the topic a bit with this post, one theme to be considered when evaluating devices is whether the device is built to create content or to consume it.
Consider, for a moment, smaller devices. Here are netbooks from Dell, HP and Lenovo. While not having a 'netbook', Apple has an iPod touch and the coming iPad that you may have heard a little about. Are these good or bad for education? Are they good or bad for 1:1 consideration? These aren't the right questions. Depending on what you want to do, these may be great or terrible devices. Apple execs might quibble with me on the iPad and who really knows since the device hasn't been released yet, but I would generally state that these devices mentioned are fine for most consumption of content. Teachers and learners need to consume vast amounts of content. We read books and articles, watch videos, review (and maybe take?) notes. All of this is well and good and, if this is what you envision your students doing with these devices, then items in this category might be worth consideration. **SIDE NOTE** Though this is another topic for another time, districts need to consider warranty and how long they expect users to carry these devices. Most devices in this category do not carry a lengthy warranty as a standard and this is well worth considering.
Your more powerful desktops and notebooks carry a higher price tag, but they are generally considered better for creation of content. I won't bother with all of the links, but devices in this category can contain many of the following features: fast processors, large displays, webcams, high-speed wired and wireless ports, multiple USB, Firewire and SD connectivity options, high-end graphics cards, long battery life, built-in DVD burners, large hard drives and/or solid-state drives and on and on and on. You may need some of this, all of this or none of this. At times, teachers and learners may be asked to create and edit videos. Manipulating large video files and keeping them in memory can be very resource-intensive. Some engineering software like AutoCAD requires powerful specifications for the computers to run the software.
This isn't to argue for or against one category of device. The point here is to ask the right questions when making a large decision like this. Districts need to have that instructional vision and determine ahead of time whether that device being carried around will be used primarily for consumption of content or creation of it.
Friday, January 29, 2010
Electronics in the wiring closet
Just a few thoughts about switches and other electronics in your school wiring closets based on a district discussion I recently had:
* Check your environmental conditions - I know that some of you may not be able to immediately fix some of these problems, but it needs to be in your plans somewhere. If your wiring closet doubles as custodial storage, watch for the trend to use switches as a shelf for chemicals, etc. Some wiring racks double as a coat rack, which kills any hope of adequate ventilation. Switches today are more dense and, while it's a great space-saver, it makes proper ventilation an even more important requirement. In some cases, it isn't a coat covering the vents on a switch or server; rather, it's a thick layer of dust. Much like straightening up your patch cables, cleaning out dust on switching electronics is one of those tasks that always seems to wait until a better time. Too much dust can equal no ventilation and no ventilation can lead to equipment failure, which leads me to...
* Check your temperature - Most of these network electronics prefer a cooler temperature than would a human occupant. Nevertheless, there are countless closets where no dedicated cooling is in place. This is particularly important in data centers where racks full of network components and servers may be installed. This is the time of year where a lack of dedicated cooling can really harm a school district. Why? The school's HVAC system is heating the rest of the building and, in some cases, it's actually heating the wiring closet or data center. In some cases, the effect is seen immediately. Servers today can (and will) shut themselves down if sensors indicate that the environment is too warm. Other components like switches and routers may not fail immediately, but these components will have a shorter lifespan if regularly exposed to excessive heat. Also, don't forget about these electronics that may be left on while a cooling unit is shut down (for summer break, for example).
* Check your battery backup - Honestly, the bigger issue in many cases is that some outlying wiring closets don't even have battery backups for switches and network electronics. For those that do, I've heard many reports on UPS devices failing quite often. The UPS battery is seen as a money pit. Why do they fail so often? If the environment is too hot, the UPS can be significantly degraded. In fact, according to this APC white paper, some batteries experience a 50% reduction in life for every 14.4 degree temperature increase over optimum, which is about 77 degrees. This paper also discusses the number of discharges and the rate of charging as factors in UPS life. There's some good info in the white paper. The bottom line is to understand that proper battery backups are needed but that their life is impacted by the same factors as other network electronics.
At any rate, this was on my mind after meeting with a school district this week. Hope it's of some interest - take care!
* Check your environmental conditions - I know that some of you may not be able to immediately fix some of these problems, but it needs to be in your plans somewhere. If your wiring closet doubles as custodial storage, watch for the trend to use switches as a shelf for chemicals, etc. Some wiring racks double as a coat rack, which kills any hope of adequate ventilation. Switches today are more dense and, while it's a great space-saver, it makes proper ventilation an even more important requirement. In some cases, it isn't a coat covering the vents on a switch or server; rather, it's a thick layer of dust. Much like straightening up your patch cables, cleaning out dust on switching electronics is one of those tasks that always seems to wait until a better time. Too much dust can equal no ventilation and no ventilation can lead to equipment failure, which leads me to...
* Check your temperature - Most of these network electronics prefer a cooler temperature than would a human occupant. Nevertheless, there are countless closets where no dedicated cooling is in place. This is particularly important in data centers where racks full of network components and servers may be installed. This is the time of year where a lack of dedicated cooling can really harm a school district. Why? The school's HVAC system is heating the rest of the building and, in some cases, it's actually heating the wiring closet or data center. In some cases, the effect is seen immediately. Servers today can (and will) shut themselves down if sensors indicate that the environment is too warm. Other components like switches and routers may not fail immediately, but these components will have a shorter lifespan if regularly exposed to excessive heat. Also, don't forget about these electronics that may be left on while a cooling unit is shut down (for summer break, for example).
* Check your battery backup - Honestly, the bigger issue in many cases is that some outlying wiring closets don't even have battery backups for switches and network electronics. For those that do, I've heard many reports on UPS devices failing quite often. The UPS battery is seen as a money pit. Why do they fail so often? If the environment is too hot, the UPS can be significantly degraded. In fact, according to this APC white paper, some batteries experience a 50% reduction in life for every 14.4 degree temperature increase over optimum, which is about 77 degrees. This paper also discusses the number of discharges and the rate of charging as factors in UPS life. There's some good info in the white paper. The bottom line is to understand that proper battery backups are needed but that their life is impacted by the same factors as other network electronics.
At any rate, this was on my mind after meeting with a school district this week. Hope it's of some interest - take care!
Wednesday, January 20, 2010
ADManager Plus
Just a quick note to mention a product called ADManager Plus. John McMillen shared this product with our regional group today and gives a detailed review of his experiences with the product in his blog.ADManager Plus is simply a tool for Active Directory management, assisting technicians with template-based user creation and mass creation, editing, etc of accounts. It's a tool to make your technicians' lives easier.
In general, I would state that this is an area where many technology staffs could use some improvement. School districts invest in so many instructional packages for their students and teachers. Ideally, this should increase knowledge and make better use of everyone's time. The same logic needs to be applied to an IT software toolkit. Often, the tech staff is so focused on saving money and living on a shoestring budget that they may not even consider investing in a tool like this.
Products like this are a reminder to occasionally evaluate the tasks that consume the majority of your time and search the landscape for products to make those tasks easier.
Tuesday, January 5, 2010
Common Craft
I'm not sure if you can make use of this service but, if not, you can at minimum take some of the spirit from Common Craft in your own creation of instructional content.Common Craft is a simple and interesting concept. They take certain relatively complex subjects and create videos of roughly three minutes to explain this concept. It sounds simple enough, but it's obvious that a good bit of time and effort resulted in each of these productions. You can view their content online and can purchase individual or site licenses to use these videos in your own environment.
Their topics include technology items such as cloud computing and Twitter search. (As an aside, the cloud computing video might be a very good way to explain hosted email and other services to your teachers and staff.) There are also money concepts like borrowing and saving money and social concepts like the process of electing our President.
...and what video library would be complete without knowing how to deal with a zombie attack. :)
Cybersafety for Parents and Kids
A good instructional video posted by the KY Attorney General's office. Some good overall cybersafety tips and facts in this video:
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