Cloud Computing: SAAS IASBO 2011 Annual Conference Bill Spakowski, Christine Haeggquist, Frank Zelek

What is the Technology? Technology as defined by Wikipedia: “Technology is the usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose.” toolscraftssystems

What is a 21 st Century Learner Defined by Sarah Brown Wessling 2010 National Teacher of the Year “Twenty-first-century learning embodies an approach to teaching that marries content to skill. Without skills, students are left to memorize facts, recall details for worksheets, and relegate their educational experience to passivity. Without content, students may engage in problem-solving or team-working experiences that fall into triviality, into relevance without rigor. Instead, the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. skills debate and bring it into a framework that dispels these dichotomies. Twenty-first- century learning means hearkening to cornerstones of the past to help us navigate our future. Embracing a 21st-century learning model requires consideration of those elements that could comprise such a shift: creating learners who take intellectual risks, fostering learning dispositions, and nurturing school communities where everyone is a learner.”

What is the Technology? Technology as defined by Wikipedia: “Technology is the usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose.” toolscraftssystems SKILLS !

Question? “Is a 21 st Century Learner the successful marriage between education and technology?.”

What is the Cloud?

“In the simplest lay terms, cloud computing simply refers to resources and applications that are available on the Internet from just about any Internet connected device.”

The Cloud! Expression Publication Profession Opinion Details Reputation Hobby Certificates Purchase Knowledge Avatars Audience What I share Where I work What‘s said about me What I like How and where to join me Who can certify my identity What and how I buy What I know What represent me What I say Who I know What interests me FOAF iViva

The Cloud and the 21 st Century Classroom?

The Cloud or Classroom? Expression Publication Profession Opinion Details Reputation Hobby Certificates Purchase Knowledge Avatars Audience What I share Where I work What‘s said about me What I like How and where to join me Who can certify my identity What and how I buy What I know What represent me What I say Who I know What interests me FOAF iViva

Shift from “Things” to “Potential” Things: Old Paradigm Focus on CPUs and Monitors, Labs FOAF iViva

Shift from “Things” to “Potential” Potential: New Paradigm Focus on Access to information FOAF iViva Whatever, Wherever, Whenever

Change the Core of Teaching and Learning FOAF iViva Whatever, Wherever, Whenever

What is a 21 st Century Learner Defined by Sarah Brown Wessling 2010 National Teacher of the Year “Twenty-first-century learning embodies an approach to teaching that marries content to skill. Without skills, students are left to memorize facts, recall details for worksheets, and relegate their educational experience to passivity. Without content, students may engage in problem-solving or team-working experiences that fall into triviality, into relevance without rigor. Instead, the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. skills debate and bring it into a framework that dispels these dichotomies. Twenty-first- century learning means hearkening to cornerstones of the past to help us navigate our future. Embracing a 21st-century learning model requires consideration of those elements that could comprise such a shift: creating learners who take intellectual risks, fostering learning dispositions, and nurturing school communities where everyone is a learner.”

What happens when you shift from things to potential? The Connected community Whatever, Wherever, Whenever 1.Paris via metro (French Teacher) 2.DVR coverage of Hurricane Katrina (Earth Science Teacher) 3.English blogs on reading assignments (English Teacher) 4.Streaming SGA campaign speeches (SGA Sponsor) 5.Streaming video announcements home (Parent) 6.Homework posted online (Student) 7.Remote (web connected) access to security cameras (Police Officer) 8.Field hydration system controlled at county (County Maintenance) North Point High School Model, MD.

What happens when you shift from things to potential? The Connected community Whatever, Wherever, Whenever Extraordinary Results: Attendance 96%+ Test scores 20% above county and state average Special Ed scores 2x county - 3x state Minority scores increase 20% Violence 75% decrease Technology School 100% Community (95%+ from parents) North Point High School Model, MD.

Cloud Impact on District and Budget?

Budget Opportunities  Decreased personnel costs  Opportunities for grant money  Reduced computer maintenance and server costs  Increased infrastructure and internet access cost Whatever, Wherever, Whenever The need for hardware and software isn’t being eliminated, but it is shifting from being on-premises to being in the cloud. All that is needed is an access device and a web browser, broadband in the schools, and perhaps wireless hotspots. While equitable access to technology is clearly important, more and more students already have some kind of access device – a laptop, an iPod. The district needs to fill the gaps, not replace existing access devices.

To the Cloud: When Oregon announced in April 2010 that it was opening Google Apps for Education to its public schools, the state estimated that the move would save its Department of Education about $1.5 million a year.$1.5 million Kentucky Department of Education has implemented for its 700,000 students, teachers, and staff throughout the state, saving districts an estimated $6.3 million in costs over four years. Whatever, Wherever, Whenever

To the Cloud: The New York City Department of Education (DOE)—the largest system of public schools in the United States, serving about 1.1 million students in more than 1,600 schools—chose ePals and in a competitive-bidding process. The cloud-based solution is expected to save the district from spending up to $5 million annually on infrastructure needed to host for students, teachers, and parents. Whatever, Wherever, Whenever

Understand the Risks  Maintaining compliance with local and federal privacy policies  Deciding between private and public cloud server options  Realizing the potential for future price gouging  Understanding and planning business continuity and backups Whatever, Wherever, Whenever

Questions and Answers?

Contact Information:  Kevin Dale, Rochelle Township HSD - Moderator  Bill Spakowski, Net56  Frank Zelek, Oregon CUSD 220  Christine Haeggquist, Computer Information Concepts Whatever, Wherever, Whenever