Source: Reproduced by permission of the publisher, © 2012 by tpack.orgThese are MyNotes on the introduction to TPACK video that appears online. They are offered up as a way to help those participating in the ECISDLearners Weekly Voxer Chat.MyNotesContent Knowledge (CK) is about what teachers know (knowledge and expertise in your content/curricular area). It includes the following:factsconceptstheoriesPedagogical Knowledge (PK) is about how they teachers teach (expert knowledge about the art and science of teaching). It includes the following:Assessment StrategiesInstructional strategies - Approaches such as inquiry-based learning, Problem-based Learning, Think-Pair-Share, for example.Learning theoriesThe interaction between Pedagogical and Content and Pedagogical Knowledge (PCK) is "Teaching at it's best." [Miguel's Note: However, it's not enough to rely on traditional "teaching at it's best" at a time when technology is so prevalent in society and life. As such, we have to consider adding a third component--Technology Knowledge). Technological knowledge (TK) is about how technology is used in the classroom. It includes the following:Knowledge about tools, apps, mobile devices.How to integrate technology andImprove access to quality contentTechnological Content Knowledge (TCK) describes how technology is used for enhancing deep and lasting knowledge. For example, the use sophisticated tools to collect evidence, make observations, and document findings. Then, they can use interactive software to manipulate data. This allows deepening of student engagement or inquiry.Technological Pedagogical Knowledge describes how teachers choose and manage technology for your students. It tries to help you answer the following questions:What technology will be best?What collaboration tools could be used to enhance student learning and collaboration in the classroom, as well as at a distance?The core of TPACK is the dynamic interaction of all 3 elements.Support student more deeply and effectivelyExamine 3D models of water quality, do research, then share information with others.Collaboration with others.Brainstorm ways to redesign learning experiences with staff.The enclosing circle of TPACK is "context." This is because every classroom context is unique. Start with content and pedagogy, then layer in technology. Technology is a part of great teaching.Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

The slides flash up on the screen. The basic expectations for technology integration for K-2, 3-5, and 6-8 are outlined to students. I can’t help but smile as the words come out of my mouth. "Folks, these are the minimum expectations for using technology in your classroom." As I pause for effect, I emphasize the following words, "Note that these are classroom-based expectations regardless of your content area, not something that happens only in the computer lab. These expectations exist whether you are a kindergarten teacher or a departmentalized fifth-grade teacher." The information in the slides is based on a presentation done by Patsy "Mother of TA:TEKS" Lanclos in the 1990s at the Education Service Center, Region 20.  How tim has passed.As I sat in a two-day academy on Problem-based Learning--a replication of the TCEA PBL Academy shared at the 2003 State Conference--and saw those same slides shared with teachers, I was astonished yet again at the fact that they registered as something "new."Excerpt from Dr. Chris Moersch's Levels of Technology Implementation - Source: http://www.lotilounge.comLOTI 0: Non-UseLOTI 1: The use of computers is generally one step removed from the classroom teacher (e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato), special computer-based pull-out programs, computer literacy classes, and central word processing labs). Computer based applications have little or no relevance to the individual teacher's instructional program.LOTI 2: Technology-based tools serve as a supplement to the existing instructional program.Student projects (e.g., designing web pages, research via the Web, creating multimedia presentations, creating graphs and charts) focus on lower levels of Bloom’s Taxonomy (e.g. creating a web page to learn more about whale species). Greater emphasis on technology rather than critical content.LOTI 3: Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities involving data sharing among schools).LOTI 4a: Technology-based tools are mechanically integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept.).LOTI 4b: Teachers can readily create integrated units with little intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.WHY HAVEN’T WE DONE MORE?Since September, 1998, the Technology Applications: Texas Essential Knowledge and Skills (TA:TEKS) have served as a tool to encourage content-area teachers. It is for that reason that I was perplexed that a school district might not have a TA:TEKS curriculum that addressed Middle School. These days, many school districts flounder without a clue about how to blend technology into core content, and computer labs are kept as expensive assessment centers for high-stakes testing and/or interventions (e.g. Istation, Think Through Math). The reason why we haven't achieved escape velocity in the area of Technology Applications is simply that Curriculum & Instruction Departments lag far behind their Instructional Technology counterparts, unwilling to blend technology into content and pedagogy, to hit the sweet spot on TPACK.org, or follow the clearly staked-out, well-lit path of the Technology Integration Matrix, work that languishes without adoption in many schools.While the technology may be integrated across the curriculum, in an informal data collection effort, I found that the majority of school districts responding preferred to have abandoned efforts to address technology. It is too expensive to pay for a teacher, knowing that every teacher should be blending technology into the curriculum. In spite of knowing this, integration efforts in the content areas have failed in districts--and that includes device frenzies that achieve 1 to 1 device saturation but no one knows what to do next--that neglected to provide extensive staff development for classroom teachers at a LOTI Level 4 or higher.Yet, the fact remains that fostering technology applications is an imperative. But, how do we do move beyond technology-centric approaches, and build on content/pedagogy rich strategies that fail to achieve the promise of blended technology? Follow this 5-step approach that bridges the gap between computer literacy classes of the past and the desired target technology integration needed in Texas schools today. STEP 1: Schedule a meeting with key stakeholders (e.g. principals, teachers, and curriculum staff).STEP 2: Ensure that your campuses have the hardware and software needed. At a time when technology is like water, no one should be struggling. Develop and document multi-year equipment and infrastructure plans.STEP 3: Provide the necessary professional development for teachers in HOW TO USE the tools. It's easy to hand-out millions of dollars in equipment, but harder to show people how to use it once it has found its way into desk drawers, locked closets, or left behind in car trunks. Instill a sense of urgency, wonder, and develop a PLN/PLC to get going.STEP 4: Build a virtual space where curriculum using technology (CUT, an acronym I coined many years ago with colleague Jim Baldoni) can be found and contributed to.STEP 5: Develop an Implementation Plan with attention to fidelity of implementation.These steps are simple to state, difficult to implement.Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Image Source: http://bit.ly/1Xto8eyI'm sure you've read the old classic, Two Wolves (A Cherokee legend), story of the grandfather and his grandson, but if you haven't, I include it below again. It also inspired me to write my own wolf tale, so you'll find my tale right after it...maybe you'll suggest a title?An old Cherokee is teaching his grandson about life. "A fight is going on inside me," he said to the boy."It is a terrible fight and it is between two wolves. One is evil--he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego." He continued, "The other is good--he is joy, peace, love, hope, serenity, humility, kindness, benevelence, empathy, generosity, truth, compassion, and faith. The same fight is going on inside you--and inside every other person, too."The grandson thought about it for a minute, then asked his grandfather, "Which wolf will win?""The old Cherokee simply replied, "The one you feed."Source: http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.htmlWhat a great story. Just this school year, I shared it with one of my team members, and she revealed that she had not heard it before. Then, in a moment I treasure, she made the effort to share it at a coaching session. For a learner who shares his learning, few moments are sweeter.Tonight, I realized that I had a wolf tale in me. Here's my attempt at writing a story, perhaps one that you have experienced in some form or another:An old hunter took a walk in the forest with his son. From the path ahead, vicious snarling could be heard intermixed with a rare whimper. Cocking the hammer on his flintlock rifle, the old hunter took the lead, signaling his son to silence."What is that?" asked the boy as a dry twig exploded beneath his bare heel. In the dawn's light, a magnificent wolf snapped at the steel trap it had blundered into."That's the wolf that ripped up our milk cow, ain't it, Pa?" the boy asked. "Will you shoot it?"The old hunter's face, still and quiet, bespoke of peace. He passed his rifle to the boy, and with a quiet calmness, edged slowly towards the wolf. It stared at him with dark malevolence, fear, anger and damned desperation. As the hunter stretched his hand out slowly to the manifestation of his nightmares, the wolf grew pensive. Making soothing noises, the hunter gently extricated the wolf's paw from the trap. With the wolf ready to snap, it's lips pulled back in a silent snarl, he made sure that the leg was not broken.As the hunter and the boy watched the wolf limp, then lope away, the boy asked, "Why didn't you kill that mean wolf?"The hunter, with a restrained smile, smoothed the boy's hair, and said, "I wouldn't leave my own worst enemy in a steel trap to die slow." With that, he took back his rifle, slung it, and headed for home.Source: Miguel GuhlinWhat do you think of my wolf tale?Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

"You really made me think of ways to use technology," the teacher had written in the online CUT journal. The author of the journal entry went on to say, "I felt inspired to go back to my classroom and use technology. We really need these kinds of inservices to keep me focused and renewed. " And, that's exactly what the Curriculum Using Technology (CUT) Institute was about--connecting with classroom teachers, reflect on what they're doing in their classrooms, and then helping them find ways to use technology in their classrooms. Sometimes, this can be a challenging, albeit necessary, experience for teachers.The Curriculum Using Technology (CUT) Institute helped teachers to develop problem-based learning units that integrate technology. Revised many times, the CUT Institute is the result of planning sessions in which the facilitators of the CUT Institute sought to interweave several important strands:Information problem-solving processes such as the Big6, FLIP IT, KWHL, and other similar approaches.Problem-based LearningA practical, step-by-step approach to integrating technology into classroom units and lessons.The use of rubrics to assess student creations.CORE CUT STRANDS AND PLANNING PROCESSTo blend these strands together, the CUT facilitators developed the Curriculum Using Technology Model and planning guide. They also developed several, imperfect lesson and unit plans.The planning process that participants follow for the 5 day institute is as follows:1. Ask a big question based on a real life problem or situation that requires your students to work in cooperative groups to research and develop a product. The example the CUT facilitators use is that of Benedetto Baldoni, an immigrant to America. Read the fictional narrative, or scenario, below which serves as the unit engagement:The year is 1914. Benedetto Baldoni has left his wife, Vittoria and 2 small children, Basilio and Massimo, behind to search for what he hopes will be a better way of life. Life in his home country has been hard the past 15 years. He knows that they will be reunited some day.The boat approaches the harbor and the large statue of the lady holding the torch is now visible. This is the symbol he has waited for. It has been a 10 day journey and the conditions on the ship have been deplorable. The food consists of bread and soup once a day."Those with papers go to this side," says the ship's officer as he points in one direction. Those without are told to stand on the other side and are given signs that are labeled WOP's (With Out Papers). Benedetto's heart is racing. He can't wait to touch dry land. He clutches the letter from his cousin, Guiseppe Belamori, to his chest."Cousin," Guiseppe writes in his letter, "many opportunities await you, but also many dangers. We will have much to discuss when you arrive."Below are the activities CUT facilitator model to teachers pretending to be students:After sharing the Unit Engagement with your students, ask them to respond to the following questions:What hunches do we have about Benedetto Baldoni and what is happening to him?What do you know about Mr. Baldoni and his situation?What questions do we need answer in order to do something about his situation?After exploring and prioritizing the questions, share with students that they will be exploring immigration in order to help Mr. Baldoni.To encourage them to focus on the activities, you might divide them up into different groups. Each group assumes a different stakeholder role. For example, the following stakeholder roles might be used with student groups:Immigration Officer(s)Recent Immigrants from different ethnic groupsSecond generation immigrantsItalians in Italy discussing the conditions as to why other Italians, like Benedetto, are going to AmericaLabor party. For example, where will Benedetto work?Relatives of Benedettoand many more...choose roles that will explore/investigate the content you want children to discover.After children are divided into stakeholder groups, have them begin their research.Problem-based learning approaches like this help introduce the unit to students and get them personally involved in doing the necessary research to find a solution to the problem introduced in the scenario. Feedback via the CUT Journal included comments such as the following: "All teachers learning should be guided through the activity with a class of non suspecting students to see their response and questions."2. Use the CUT Model to help guide your curriculum development, lesson planning and activity assessment. Feedback from the participants included comments such as: "The facilitators were well prepared and have a good format for guiding us through the process of making technology useful in preparing a unit."The CUT Model is a simple framework that asks 3 questions; the questions include the following:a) What is the real life connection to curriculum? Real life connections can be established through the use of video/newspaper articles or radio programs, plays or vignettes, fictional narratives, and/or community problems or projects that engage students emotionally.b) How is technology going to be used? The types of technology that can be used can include productivity tools, including web page creation, multimedia scrapbooks, subject samplers, and publishing student work to the web.In the "Diversity in the United States" unit plan, there are 16 different activities. Each activity represents a lesson that can be used with students. A wide range of technology tools are used to model how they might be used in the context of teaching and learning.Also, students have access to online resources that the teacher has organized in the form of a multimedia scrapbook on "The Immigrant Experience."c) How will students be assessed? Assessment through the use of rubrics is employed, however, careful thought must be given to whether students will be assessed individually, in groups, or both. Also, what other forms of assessment might be used in addition to rubrics?In preparing assessments for the "Diversity in the United States" unit, rubrics were used because they best assessed technology products created in cooperative groups.3. Technology is integrated in every content area in K-8. 4. Choose the tools and materials you will need to accomplish your teaching and learning objectives. For example, "The Diversity in the United States" uses a multimedia scrapbook to focus students in their research, as shown below:Activity 9. Students will use "The Immigrant Experience" learning activity and teacher provided handouts to research requirements for becoming a US citizen. They will also look at what past requirements have been and how they have changed. Students will create a graphic organizer to show the steps involved in applying to become a citizen.5. Write your unit plan and submit it to the CUT Online Unit Plan repository, a wiki site.And, finally...6. Decide on an information problem-solving process. In the Diversity in the United States unit plan, the Big6 (TM) (http://www.big6.com) is chosen as the information problem-solving process to use. Students use the Big6 Assignment Organizer as a way to organize information. The accompanying activity states:Activity 11. Step 1. Students will use the Big6 information problem-solving process to investigate the contributions of a self-selected ethnic group.Step 2. Students should work in groups to generate possible research questions. Some possible research questions that students may generate include: What traditions, customs and or celebrations did your ethnic group bring to the United States? What Language/specific words from your ethnic group do we use today? What types of entertainment, recreation, or arts did your ethnic group bring to the United States?, What notable Americans are members of your cultural group? Why are these people important? What types of food did the group bring to the United States? Did your cultural group settle in any specific area of the United States? If so where?Step 3. Ask students to brainstorm where they might find answers to their questions. Students might include web sites, Institute of Texan Cultures, the library, and other resource booksCONCLUSIONThe goal of CUT was the development of standards and problem-based learning activities through the informed use of cognitive tools (spreadsheets, databases, desktop/web publishing and multimedia), as well as meaningful assessment using rubrics correlated to the Texas Essential Knowledge and Skills, and making those activities available via the web.Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

PBS LEARNINGMEDIA ANNOUNCES CALL FOR ENTRIES FOR THE 4th ANNUAL DIGITAL INNOVATORS PROGRAMSearch for Top K-12 Educators Using Digital Technology and Tools in the Classroom Open to Educators Across the U.S.Arlington, VA, December 1, 2015 - Beginning today, educators from across the country who excel at using technology and digital media to support student learning are encouraged to enter the 2016 PBS LearningMedia Digital Innovators Program. PBS LearningMedia, the free media on-demand service from PBS that offers more than 100,000 digital resources for educators, has announced the 4th annual program in which K-12 teachers and administrators are recognized for their creative and unprecedented use of digital media in the classroom.The call for entries officially opens today and will remain open through February 8, 2016. Educators are asked to submit a 60- to 120-second video to showcase their innovative use of digital technology and tools in their classroom to inspire students. Entrants will also be asked to complete a profile and answer two essay questions. The PBS LearningMedia Digital Innovators’ online application is available at pbslearningmedia.org/digitalinnovators. "As technology continues to evolve at a rapid pace, we are committed to providing teachers with the tools necessary to succeed in today’s digital classroom," said Alicia Levi, Vice President, PBS Education. "Educators selected for the PBS LearningMedia Digital Innovators Program are exemplary leaders who are utilizing digital media and technology to drive student achievement and we are proud that this program allows us to recognize them."For the first time since this program launched, all educators who meet the entry requirements, follow the guidelines and submit their application to the Digital Innovators Program will be accepted into the program and rewarded with year-long professional development opportunities, including unique virtual trainings focused on digital best practices, access to exclusive resources from PBS LearningMedia Custom, invitations to special events, a free PBS TeacherLine professional development course, networking opportunities and more. PBS LearningMedia Digital Innovators will also receive ongoing support from their local PBS member stations.A panel of esteemed judges will select one educator from each state throughout the U.S, its territories and the District of Columbia as Lead Innovators. The Lead Innovators will receive a three-day, all-expense paid trip to Denver, Colorado, to participate in the 2016 PBS LearningMedia Digital Summit and the International Society for Technology in Education (ISTE) conference. Attendance at these conferences will provide the Lead Innovators the opportunity to meet with and listen to renowned speakers, experts and educators like themselves, to discuss technology in the classroom and learn how to maximize the benefits of using new technologies in the classroom. All Lead Innovators will receive a Samsung Galaxy(R) tablet.The 2016 PBS LearningMedia Digital Innovators will be announced in March. For more information on PBS LearningMedia, visit www.pbslearningmedia.org. About PBS LearningMediaAs America’s largest classroom, PBS offers digital content and services for teachers of children from pre-K through 12th grade that help bring classroom lessons to life. PBS LearningMedia, a partnership of PBS and WGBH Educational Foundation, is a free and paid media-on-demand service offering educators access to the best of public media and delivers research-based, classroom-ready digital learning experiences to engage students in exploring curriculum concepts that align with National and Common Core State Standards. Nationwide, more than 1.8 million teachers and users have registered access to more than 100,000 digital resources available through PBS LearningMedia. More information about PBS LearningMedia is available at www.pbslearningmedia.org or by following PBS LearningMedia on Twitter and Facebook.Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

While sitting at home, waiting for the cramps around my mid-section to pass today, I paged through an old notebook, stumbling across notes from a conversation with a friend. I recall the conversation as if it was just yesterday, amazed at how long it has really been since we spoke. As I reviewed my notes, I realized that I hadn't ever blogged them. His responses to a simple question I posed undoubtedly were concepts I wasn't quite ready to understand at the time.The question I asked him was, As a brand new CTO, what are your top 5 priorities?Image Source: http://bit.ly/1Iq84n2His responses, imperfectly remembered, appear below:1) Collaboration and Building Relationships: The key job of a CTO is to build relationships with those who are impacted by technology, and explore relationships with those who will be impacted. In fact, technology can impact everyone's workflow and work processes. But nothing will happen, no matter how gifted you are, unless you first build a relationship. As you might imagine, it is also important to collaborate with campus leaders, as well as departments and district staff, to achieve goals.2) Conduct Needs Assessment: Not just one needs' assessment, but several that address every aspect of the District's needs as they relate to technology. For example, network assessments to obtain maps of the network; server management; disaster recovery and business continuity plans; professional learning and implementation. Remember that, as someone once said, a variety of factors combine to ensure success. You need to know where the District is at in each of these areas before moving forward. You also need to identify critical factors for success and key performance indicators that allow you to better communicate information to others. Some popular needs assessments include LOTI, Clarity.3) Infrastructure and Data: This seems obvious, but ensuring that the District has adequate infrastructure in place before beginning widespread instructional initiatives that rely on technology is a must. For example, ensuring that you have 100% wireless, adequate bandwidth at the local area network (a.k.a. LAN such as a campus), wide area network (WAN, district-wide connectivity), and Internet connectivity (e.g. if you have a small "pipe" to the Internet, it won't matter if you have 10gig to the desktop). Another key component is assessing how identity automation occurs, if at all. Mobile Device Management (MDM) solutions, multi-year equipment and/or infrastructure replacement, eRate funding also fall into this area.4) Budgetary Planning: Often, at the District level, there may be some money earmarked for technology but it's no guarantee. If your district is going to move forward, you need to have a multi-year technology funding plan that is sustainable, and then ensure you constantly take stock of your inventory to ensure you're not caught by surprise. You also need to learn how to pull funding from a variety of sources, collaborating with other departments and campuses to get the funding needed to match technology solutions to organizational needs.5) Staffing: Building a culture that works, that ensures kindness and accountability is important. Nurturing staff with professional learning opportunities is important, as is evaluating stated vs real job description, setting metrics, and developing service level agreements (SLAs). It's important to, as John Maxwell says, "staff your weaknesses." The CTO doesn't have to be a network engineer, VM Server manager, data systems integration, or whatever, but be able to hire someone who CAN do that job.and, of course, another key area is shown below:6) Communication: You must be able to communicate constantly with others about what is happening, what you're doing (and your team is doing) or risk people making up their own stories. To achieve transparency, create a web site, publish your key performance indicators, create short videos that capture what is happening and WHY it's important.These 5+1 priorities are critical for CTOs. That's probably why you'll find them reflected in the CoSN CTO CETL Framework.What would you add?Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

PBS KIDS released its first coding app called PBS KIDS ScratchJr. This comes at the right time, as Computer Science Education Week kicks off on Monday (December 7-13). As part of next week’s activities, the international launch of the Hour of Code takes place to encourage young children to learn this vital new language that will be part of the future of learning. PBS KIDS ScratchJr FeaturesColorful Programming Blocks: Snap together the color-coded programming blocks to create sequences of actions that cause characters to animate and interact in fun and exciting ways.PBS KIDS Characters and Backgrounds: Create projects based on PBS KIDS shows and mix-and-match over 150 characters.Paint Editing: Create unique characters and backgrounds.Voice Recording: Use the recording tool to add sounds and give voice to projects.Story Starters: Find inspiration with in-app story starters! Each Story Starter features a different set of characters and is designed to encourage children to edit and complete the story however they’d like.   Designed for kids ages 5-8, PBS KIDS ScratchJr enables kids to create their own interactive stories and games featuring their favorite characters from Wild Kratts, Nature Cat, WordGirl and Peg + Cat. By snapping together colorful programming blocks, children can make characters move, jump, dance and sing. In the process, kids will learn to solve problems, design projects and express themselves creatively. The app is free, and can be downloaded on the App Store and Google Play. Listed app features below, and you can read more about it online here.Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Listen to the Audio Recording of the TECSIGchat #1: Hour of Code Listen to this Preview of TECSIGchat #1: Hour of Code!Feel free to email Susan F Reeves with any questions or information about Hour of Code or beyond! susan.reeves@esc20.net @susanfreeves Starting a new chat "TECSIGchat" for Texas (although all educators are welcome; it's not a closed chat!) technologists via the Voxer mobile app! The first chat took place on Sunday, December 6th, from 2:30-3:00pm (CST). My co-host was Susan F. Reeves (@susanfreeves) on The Hour of Code! ABOUT VOXERHere is the link to get to the Voxer chat; Get the app and join "TECSIG Chat" to see it. I'm mguhlin on Voxer.Need Help Getting Started with Voxer? Video Tutorial #1 - Intro to Voxer Part 1  via Justin SchleiderVideo Tutorial #2 - Voxer Tips and Tricks via Justin SchleiderGet Voxer - Download LinksGet the Voxer app for your mobile device using links below for Windows, iOS or Android.Chat Notes and LinksUse STEM Library to Connect - https://t.co/5oVLRfwhJWPBS ScratchJr - https://t.co/yWvZmyotQn iPad Monthly magazine - Coding Edition (Free) - https://slate.adobe.com/a/zXbAo/Coding Board Game  - http://www.amazon.com/Code-Master-Programming-Logic-Game/dp/B014993TCI Apple's SWIFT coding resources STUDENTS:  A Swift Time to Codehttps://itunes.apple.com/us/course/a-swift-time-to-code-student/id995253886 TEACHERS:  Teaching Swift coding https://itunes.apple.com/us/course/app-development-teaching-swift/id1003406963 http://swifteducation.github.io Browse the "App Development" Collection of curated apps, podcasts, books and iTunes U courses.Browse the "Learning to Code" Collection - a curation of amazing resources for your upcoming 'Hour of Code' campus events!Susan F. Reeves' Shared Resources:Hour of Code Countdown Planning Hour of Code Resources:My 6 Favorite Code.org/Hour of Code Links: http://hourofcode.com direct to tutorials: https://code.org/learn Pair Programming Video to show students: https://youtu.be/vgkahOzFH2Q Understanding 4 types of Mistakes from KQED: http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/ Promotional materials: https://hourofcode.com/us/promote/resources - Includes sticker, certificate templates, media release drafts, posters and morePrintable student certificates (up to 30 at a time, be sure to print landscape mode): https://code.org/certificates BEYOND HOUR OF CODE: https://code.org/educateInformation for teachers and school districts about training options and opportunities https://code.org/professional-development-workshopsK-5 Teacher training opportunities (underwritten by Code.Org) https://code.org/educate/professional-development-onlineOnline, self-paced workshop for elementary teachers https://code.org/educate/districtsSchool District Partnership Information BECOME A MEMBER OF TCEA TEC-SIG!TEC-SIG is the largest SIG and was established in 1989 for the purpose of providing a means of communication between technology coordinators, instructional technology leaders, and other administrators throughout the state.The organization furnishes its members up-to-date information on legislation, happenings within the Texas Education Agency, grants, and TEC SIG activities. Members share their own technology-related experiences at three yearly meetings in an effort to educate and inform each other on what is happening in the field of technology. Our next meeting is April 14-15, 2016 and will feature keynote speaker Doug "Blue Skunk" Johnson on April 14th! Special presentations will also be made on eRate on Friday, April 15, 2016. Want to join in the planning of this meeting? Please join in!Disclaimer: Please note that TECSIGchat is not affiliated with TCEA, nor do opinions shared in the chat reflect TCEA. Of course, I am the current Vice-President of TEC-SIG--barring impeachment or something--and my purpose for doing this is to amplify Texas EdTech voices! And, I recommend that all technology support staff, teacher-librarians, instructional technologists, digital coaches, and anyone who supports technology in Texas teaching and learning situations (e.g. public/private/charter/home schools) join TCEA TEC-SIG so you can connect to other educators as committed to transforming teaching, learning, and leading with tech in schools!

Source Link: https://newbraunfels.tedk12.com/hire/index.aspxPrimary Purpose:The Network Administrator is responsible for effective installation, configuration, operation, and maintenance of network hardware and software and related infrastructure. This individual participates in technical research and development to enable continuing innovation within the district. This individual ensures that network hardware, software and related procedures meet or exceed organizational policy.QUALIFICATIONS:Education:HS Diploma RequiredPreferred Associates Degree in networking; may be substituted for years of experience in a related fieldPreferred CCNP/CCIE Certificate or equivalentsSpecial Knowledge / Skills:•     Knowledge of gigabit networking systems and technologies, Ethernet, setup and management of VLANs, WANs, LANs, multiple types of WAN/LAN switches, routers, VPNs, IPS, IDS, wireless systems, radius, 802.1x and firewalls and content filters.Working knowledge of Apple network protocols.•     Working knowledge of fiber optic cable, copper cable, and network test equipment.•     Knowledge of Industry standards for structured cabling systems.•     Excellent telephone and communication skills.•     Ability to assess verbal computer concerns to provide technical support.•     A high priority on providing outstanding customer service and turnaround time.•     Strong organizational, communication and interpersonal skills.•     Highly knowledgeable of computer hardware, software applications, computer operating systems, and network operating systems.•     Highly proficient in keyboarding, computer use, and phone use.•     Knowledge of correct English usage, grammar, spelling, and punctuation.•     Excellent math and analytical skills.•     High ability to use computer and software to develop spreadsheets, update databases, and do word processing.•     Ability to use effective verbal and written communication skills to provide outstanding customer service.•     Ability to multi-task in a fast-paced office environment, supporting many people at once.•     Ability to solve problems and handle situations diplomatically.Experience:At least three years of experience in the educational environment preferred.At least three years of network experience preferred.Job Contact Information Name Matt Jones Title Executive Director of Technology Phone 830-643-5740 Email mjones@nbisd.orgEverything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Update 12/11/2015: Yes! Selected!!Dear Miguel,Your Google for Education Certified Trainer application is now complete, as we have received recommendations from all of your references. You will be notified of a decision by December 8, 2015 and you can always check your status via the application portal: https://googleedu.onlineapplications.netAfter a long day, I sat down at my home computer and clicked my way to the Google for Education Online Application Portal:Will I be one of the chosen? I don't know, but I can only hope. Have you heard anything about YOUR application?And, have you applied for the Google Certified Innovator spot yet?Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure