Wednesday, March 6, 2024

Unlock Your TPACK System of Support

In my role as Director of Innovation, I have the benefit of visiting many classrooms throughout the district. Each week, I witness teachers and students deeply engaged in meaningful learning facilitated through instructional technology. Our One to World program supports authentic, personal, and relevant learning by amplifying a teacher's impact on diverse groups of students. I see students at all grade levels engaged in creative tasks that allow them some control and choice in the learning process. Research suggests that these students are likely to feel more connected to their classmates and teachers, believe the work they are doing has value, and persist when learning gets difficult. 

However, I also talk to teachers who feel frustrated with some of their experiences with instructional technology. Some teachers feel anxious that they aren’t using technology enough or aren’t using it effectively. Others are overwhelmed by the number of apps and websites available and don’t know where to start. Still, others want to try something new and creative but struggle to find the time within a packed schedule. I’ve talked with teachers who tried something new in class, but the technology didn’t work as expected so they were forced to pivot mid-lesson, discouraging them from trying new things in the future. 

And sometimes, these two scenarios are experienced by the same teacher with the same students. If you occasionally feel frustrated by your experiences using instructional technology in your classroom, you’re not alone. I have yet to talk to a teacher who doesn’t see the benefits of incorporating technology into their class, but also recognizes the potential for things to go south.

Fortunately, there is a group of talented and experienced educators available to support you in all aspects of instructional technology. Each building has a team dedicated to supporting teaching and learning. One way to describe this team is by using the TPACK framework. 

TPACK stands for Technological, Pedagogical, and Content Knowledge (Koehler & Mishra, 2009). It's a framework that identifies the knowledge teachers need to effectively integrate technology into their teaching by blending their understanding of technology, pedagogy, and content. The TPACK teams in Barrington 220 consist of Teacher Librarians, Instructional Digital Age Learning (iDAL) Coaches, Library Technology Associates (LTA), and are supported by the Technology Support Team. 


Understanding the roles your TPACK teams play can help you unlock the benefits of our powerful resources for teaching and learning.

Teacher Librarians

The libraries in Barrington 220 can be described as a cross between Barnes & Noble, Apple Store, and Starbucks. They are a resource- and technology-rich place for students and staff to meet, share ideas, learn, and grow. Your Teacher Librarian provides a wealth of knowledge and can help in many key areas:

  • Information Specialist: Teacher Librarians select, organize, and provide access to resources that support the curriculum and meet the diverse needs of students and teachers. They also teach students how to effectively find, evaluate, and use information, fostering information literacy skills.
  • Teacher and Instructional Partner: Teacher Librarians collaborate with classroom teachers to design and deliver instruction that integrates information literacy and technology skills into the curriculum. They co-teach lessons, provide resources for project-based learning, and support the development of critical thinking, reading, and research skills. They may also teach classes on digital citizenship, copyright laws, and ethical use of information.
  • Reading Advocate: A student who enjoys reading is a better learner. Promoting reading for pleasure and learning is a central part of the role of a Teacher Librarian. They recommend books and other reading materials to students, organize reading programs and book clubs, and work to create a welcoming environment that encourages reading. 
  • Technology Integration Specialist: Teacher Librarians lead in teaching digital literacy skills, including educational software, databases, and online resources. They are experts in digital citizenship and can provide resources and lessons to improve student and teacher digital wellbeing and reduce digital distraction in the classroom. 

Instructional Digital Age Learning Coaches

Barrington 220's iDAL coaches are expert teachers with a wealth of experience and knowledge in student engagement, technology integration, and pedagogy. What often sets them apart is their expertise in instructional coaching. We all rely on colleagues who give us ideas, inspire us to be better, commiserate with us when things don’t go as planned, and give us feedback. Your iDAL coach is highly trained to do all of that in a structured, planned, and supportive way. 

Our iDAL coaches work closely with teachers to provide on-site, embedded professional development, focusing on effective instructional methods, technology integration, and data utilization to improve instruction. Their expertise covers many areas, including literacy, technology, student learning theories, and differentiated instruction. Your coach can help you:

  • Design Innovative Learning Experiences: Collaborate with coaches to design and implement innovative learning experiences that leverage technology to meet diverse learner needs.
  • Improve Team Effectiveness: Work more effectively to enhance instruction and technology integration among grade level and/or content area teams.
  • Customized Professional Development: Work with coaches to identify specific professional growth areas and tailor professional development activities that meet these needs, including workshops, coaching sessions, and team teaching opportunities.
  • Integrating Emerging Technologies: Explore and integrate emerging technologies under the guidance of iDAL coaches to enhance instructional practices and student engagement.

Library Technology Associates

LTAs work with teacher librarians to run the library's day-to-day operations. In addition, they support students and staff as the first contact for technology support. Many staff and students go to LTAs for these valuable services, but did you know that LTAs are also experts in many apps, websites, and digital platforms we use at Barrington 220? Our LTAs have undergone hours of training and professional development to understand the educational impact of the tools we use. For example:

  • All of our LTAs are designated as Apple Teachers.
  • Four of our LTAs have earned Apple Learning Coach certification.
  • In the past two years, LTAs have received explicit training in EdPuzzle, Nearpod, Schoology, SeeSaw, Canva, Adobe, and more.
  • LTAs regularly attend regional technology conferences and build resources to share their knowledge.

Some benefits your LTA can provide that you may not be using:

  • Build “how-to” videos and resources for students and staff for specific tech tools. 
  • Provide in-class support during lessons that use technology.
  • Co-plan technology integration for a lesson.
  • Work with students during class to learn a new tool.
  • Deliver professional development for staff.

Technology Support Team

This triumvirate of Technological, Pedagogical, and Content Knowledge expertise exists within the supportive environment of our Technology Support Team. Our Technology Support Associates, Technicians, and Specialists ensure that technology works as it should. More than just a group of tech troubleshooting experts, your Technology Support Team works to understand technology's educational impact. They attend to the detailed and complex world of cybersecurity, data privacy, and network integration. This team is focused on providing a seamless user experience in a safe and reliable technology-rich environment. 

The TPACK system in Barrington 220  is a practical and effective way to help teachers use technology better in their classrooms. It brings together Teacher Librarians, Instructional Digital Age Learning Coaches, Library Technology Associates, and the Technology Support Team. This team gives teachers the support they need to overcome the challenges of using technology and to find ways to make lessons more engaging and effective. Whether it's getting help finding the right digital tools, planning lessons that use technology, or fixing technical problems, our TPACK teams are here to help!


References

Koehler, M.J., & Mishra, P. (2008). Introducing tpck. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (tpck) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. 

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from https://www.citejournal.org 


Infinite Campus Countdown to the New Look

Have you made the transition to the Infinite Campus New Look? If you answered "not yet," it is time to get ready! Beginning Monday, March 25, 2024, your Infinite Campus account will begin showing the New Look automatically. Make a plan to spend some time each day in the New Look that includes:
Infinite Campus knows change is hard, so users can click on their Profile and toggle back to the old look. However, every Monday you will be returned to the New Look. To return to the classic view of Infinite Campus, select the person icon in the upper right-hand corner of the screen and click the Try New Look toggle to OFF. The screen will refresh and you will return to the classic view of Infinite Campus.

For more information, check out: Infinite Campus New Look.

Secure Your Mac Laptop by Upgrading the Operating System

Security continues to be at the top of the minds of the Technology & Innovation Department—and hopefully yours as well. Whether it's your personal data, your online finances, or access to your personal or work computing devices, we must all follow responsible security practices to ensure the bad guys don't get what they're looking for. The number one thing you can do to keep the scoundrels from plundering your digital life is to make sure that you're running the latest operating systems.

In this article, we will focus on your MacBook Air laptop. When our new laptops were assigned about three years ago, macOS 11 was the operating system installed at the time. Since then we've been introduced to three new versions of macOS—with macOS 14 being the latest. Many of you have been diligent about keeping your computer updated, but many users have not. Around Winter Break we were able to nudge those who were still on macOS 11 to upgrade their computers to 14. Now it's time to get the remaining users who are currently running macOS 12 to the latest version.

Those of you still on macOS 12 will begin getting emails and notifications on your computer encouraging you to upgrade your operating system. The deadline for users to upgrade is April 5, 2024. Operating systems prior to macOS 14 do not have updated security features and leave you and the district open to cybersecurity risks. If your computer is not upgraded to macOS 14 by the end of the day on Friday, April 5, 2024, you will lose access to it. 

One of the hurdles some users may face when upgrading their operating system is that their hard drive may report it is too full to run an upgrade. Upgrading to macOS 14 takes 25GB of free space. If the storage on your MacBook Air is full, you can easily move data to your Google Drive—and we can help you if needed. Please reach out to your building LTA or the Technology Department (call x. 1500) if you need assistance with freeing up space on your MacBook Air laptop.

Once staff members running macOS 12 are upgraded to macOS 14, we'll focus on assisting staff members running macOS 13 to upgrade to macOS 14. We hope that by the end of the school year we'll have everyone on the latest—and most secure—version of macOS.

Thanks in advance for helping us help you keep our district secure.

Updates for Staff Use of Generative Artificial Intelligence (AI)

As more Barrington 220 staff members are exploring the use of generative artificial intelligence (GenAI) in their workflow, effective uses and potential pitfalls become increasingly important topics to consider. Tools such as ChatGPT and Google’s Gemini are powerful, but far from perfect. Further, the wave of newly released GenAI tools for educators may be challenging to navigate. 

Some Potential Opportunities:

  • Support students with disabilities through Assistive Technology (AT)
  • Support multilingual students
  • Improve speed and accuracy in data analysis
  • Find, choose, generate, and/or adapt learning materials to fit diverse student needs
  • Provide opportunities for student and teacher creativity
  • Improve personalization of content, assessment, and feedback
  • Increase efficiency and quality of student and staff workflow

Some Potential Challenges:

  • Data privacy and security risks
  • Output from generative AI can be inappropriate or wrong
  • Output from generative AI can be biased
  • Students may represent AI-generated work as their own
  • AI-generated content is not yet reliably detectable

Barrington 220 is committed to the safe, ethical, and responsible use of AI to improve teaching and learning. While we encourage staff to use AI in their workflow, it is essential to be mindful of practices that will ensure your use of AI is both safe and productive. 

Guidelines for Effective AI Use

  1. Think of AI as a copilot, not a replacement. AI is meant to make your work easier and more efficient, not to do your work for you. Use AI-generated outputs as a starting point, but add your voice, context, and original thoughts.
  2. Don’t outsource your thinking and judgment. AI is not "thinking;" it is using predictive algorithms to produce what you ask for. AI cannot replace your creative thoughts, judgments, or thinking. AI should not be used to make decisions or value judgments.
  3. Check for bias and accuracy. AI can produce inaccurate or biased output. You should proofread and edit any outputs you plan to use in your writing. 
  4. Edit and revise AI-generated writing. You have a distinct voice when you write. Whether you know it or not, other people can pick up on it. When using AI-generated text, it’s not likely that it will sound like you. Be sure to edit, revise, and “make it yours” when using AI-generated text. 
  5. Know the limits. Most AI platforms' training information is about one year old and does not include current facts and data. Consider this when prompting AI.
  6. Protect privacy. Avoid using personal student details and personally identifiable information unless you know for sure our district has a SOPPA agreement in place with the platform you are using. 
  7. Teachers are responsible for assigning grades. AI should not be used to grade student work. It is appropriate to generate feedback, suggestions for improvement, and gather data, but AI should not be used to assign a grade. Even in cases of computer-automated scoring, it is the teacher who ultimately determines the grade. The teacher should check computer-generated scores and is responsible for inaccuracies.

Tools Supported by Barrington 220

While there are many choices for GenAI, the Department of Technology and Innovation currently supports access to the following tools:

  • Google Gemini can be accessed using your district Google credentials. It is a free and open-source GenAI tool that generates text, images, and custom web searches. 
  • Brisk Teaching is a Chrome extension that works within the Google Workspace platforms, such as Google Docs and Google Slides, to help create materials and give feedback. Brisk offers a free or paid version which unlocks more features. 
  • MagicSchool is an AI-powered platform designed to assist teachers in various tasks. It offers features like lesson plan generation, differentiated instruction support, assessment creation, and streamlined communication tools.
  • Canva offers new AI features in their suite of graphic design tools that include text-to-image generation (turning written descriptions into visuals), magic editing tools for quick modifications, background removal, and even AI-powered assistance for writing and presentations.
  • Padlet has AI features that focus on content generation:
    • Magic Padlet: This tool helps you brainstorm and create structured Padlets from a simple prompt. It can generate lists, timelines, summaries, and more.
    • "I can't draw:" This feature lets you turn brief text descriptions into AI-generated images, perfect for adding visuals to your Padlets.
  • Adobe Firefly is a generative AI system for graphics and images. Its primary features include:
    • Text-to-Image: Transform written descriptions into images with the ability to specify artistic styles, moods, and other creative control elements.
    • Generative Fill: Easily remove or add objects to existing images, filling in the space with AI-generated content that seamlessly blends with the original.
    • Text Effects: Create text treatments by applying AI-powered effects based on descriptive prompts (e.g., "fluffy clouds," "metallic sheen")

Staff members interested in learning more about generative AI in their workflow are encouraged to see their LTAs for support. 


Summer School Registration Is Open!

Summer School Registration is open. Registrations must be completed online in RegWerks (with the exception of Jump Start I & Jump Start II). 

For more information visit Barrington 220 Summer School.

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