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Ah....yes..... but..........
first of all let me preface this by saying  that the most valuable lesson
I've learned as I've traveled the journey of evolving educational technology
is that the key  to survival .. is not 'standardization".... but
'respect'... and that respect comes from exactly the type of communication
we are having here about the points of view from the different lenses we all
wear..
because of my respect for the folks who have chimed in so far,  I can
honestly say I understand where you are coming from and have learned the
importance of what you are saying...and am fortunate enough to work with an
IT staff that has helped me understand the whole system (not just my part of
the system)... but its also important to consider that ...

Some of us come from districts which have the funds to staff a full customer
support IT department, some of us don't and have to create ways of working
in a system that is understaffed
Some of us come with districts with a district tech coordinators who can
coordinate, plan, and implement systemic approaches to IT integration
Some of us come with sustainable replacement plans for technology
Some of us come from districts where leadership has learning with technology
high on its priority list
Some of us come from districts where teaching and learning with technology
is left up to individual teachers to figure out for themselves how to get
new and emerging technologies  (and for those districts, conferences,
courses, donations, might be their only avenue)
As I'm listening to thei discussion here,  I hear loud and clear Craigs,
Vince, and Eric's call for standardization,  and I think their districts are
very very lucky to have network/tech leaders who have a systems view  and
their organization is surely benefiting from their experience and knowledge
and committment to quick turnaround in customer support
but its important to remember that many schools who don't have the type of
service and systems thinking that these tech leaders are providing.
I know I've learned from Craig the importance of a being able to provide
support via 'images'  and the impact that on-offs have on the system.  Many
of the those on-offs he has had to deal with are some that I brought into
the district with grants, or other "opportunities"  to get some technology
into the building at a time when we lacked the access to technology that we
have today.
I've seen teachers who are ready to move faster than their schools are ready
to work long hours to go after grants that bring new technologies into their
classroom.  I spent whole weekends writing those grants, and with those long
hours came our school's very first PC's (4 Radio Shack TRS 80's), and with
another came our schools very first laptop and projector (a Compac and
Proxima Projector, then valued at almost $10,000).  It transformed my
teaching.
For some teachers,  this is their avenue to transformational tools, either
because they are leading the way or their school is not ready.  Hopefully
these teachers will lead their school into the type of technology use that
will create a demand for the type of standardization Craig, Vince, and Eric
have implemented in their school,  and by virtue of providing these types of
opportunities for those educators, its possible that a few rogue laptops
will find their ways to the help desk of the schools that do have adequate
and plentiful technology as a standard issue,  but I'm sure you guys will
use your excellent communication skills to have all the players of your
organizations learn how to get the most from the quality support you offer.

Respectfully yours,
Lucie (whose keen eyesight for opportunity had brought many non standard
issue products to schools)




On Tue, Jun 1, 2010 at 9:01 PM, Vincent Rossano <[log in to unmask]> wrote:

> Craig,
>
> When I was a librarian, I often had to deal with donated books.  Usually,
> I dealt with them by hiding them in a closet.  Most people didn't
> understand that 1) those books might not be suitable to the collection and
> 2) even if they were, there was a cost to accessioning them.  A book
> needed to be catalogued, covered and, in those days, have a circulation
> card made and a pocket mounted inside the back cover.  And I was pretty
> damn busy as it was, thank you very much.  Obviously, if the book had real
> value it would be worth the effort, but people often say to librarians,
> regarding books of questionable merit, "Why don't you just put them out
> there on the shelf?  You never know, someone someday might be interested
> in one of them."   Sorry, no can do.
>
> There is also a cost to using a "free" piece of computer equipment in a
> school; it costs money to support it. Maybe we should calculate what that
> cost might be and state that any piece of equipment a teacher wants to
> bring in from outside for use in the school - at least one they expect to
> get any support on - must be accompanied by a fee to pay for that support.
> When a teacher shows up in need of help with such a piece of equipment,
> ask if they have the receipt for their payment of that fee.  If not, tell
> them to take the equipment elsewhere or throw it on the pile and "we'll
> see if we can get to it this summer some time. No promises."
>
> But, really, we probably don't want to deal with it even with a fee paid.
> We all have technology plans and most of us have more specific plans about
> the makes and models of the equipment we will purchase.  Factoring into
> those choices are suitability, durability and basic support
> considerations.  Oddball equipment thrown into the mix is disruptive,
> confusing, and time-consuming.  If a teacher makes such equipment "mission
> critical", as far as I'm concerned, their mission may well end up in
> critical condition. It may sound mean spirited, but we need to protect our
> sanity.
>
> Tell 'em, "Sorry."
>
> -Vince "Always Helpful" Rossano
>
>
>
> > -----Original Message-----
> > From: School Information Technology Discussion [mailto:SCHOOL-
> > [log in to unmask]] On Behalf Of Craig Lyndes
> > Sent: Tuesday, June 01, 2010 8:05 PM
> > To: [log in to unmask]
> > Subject: Looking a gift horse in the mouth
> >
> > Folks,
> >
> > I'm wondering what schools are doing about supporting technology that
> > educators are receiving when they take college classes, professional
> > development and go to conferences?  It is always nice to get "free"
> > equipment, but what happens when the camera stops working, the
> > projector
> > gets a short in the custom cable, the ipod battery fails or the laptop
> > boots to a blue screen of death?  Are these "free" devices dropped off
> > with the tech support team, with an admonition to get them repaired
> > before the next class so the lesson (which is planned around the
> > device)
> > can proceed?
> >
> > One of the resources that is limiting what we can do with technology at
> > St Albans City School is technical support.  If the teachers can't
> > count
> > on their technology working they can't integrate it into their work
> > with
> > the kids.  Since I started there 2+ years ago we have gone from 300
> > computers to 500 computers and the amount of student hours using
> > technology has increased 10 fold (thanks to Lucie's efforts).  With
> > this
> > has come an increase in the amount of tech support that people have
> > needed.  However, there has been no increase in tech personnel.  So we
> > work smarter.  This includes no "one offs" allowed.  These one of a
> > kind
> > devices are more difficult because we don't understand them, we don't
> > have parts and in the case of computers we don't have images, which are
> > integral to our supporting a large number of machines configured so the
> > end user has the greatest degree of flexibility and autonomy.
> >
> > What do you do when someone comes back from a conference or a class
> > with
> > a laptop that you've never seen before, with an operating system you
> > know won't work with your network?  How do you support it when it gets
> > an incurable virus and the person who must have it to teach their next
> > lesson looks at you blankly when you ask for the recovery CD?  How do
> > you schedule in figuring out the document camera that can't resolve
> > anything if the room lights are on?  What about the camera that you've
> > never seen before that suddenly stops working?
> >
> > I know Rita and I would be willing to work on these things in our spare
> > time.  The problem is there is precious little spare time.  Can we tell
> > people that this free equipment can not be repaired as quickly as the
> > equipment we specify?  In effect is it OK to say free equipment can not
> > be mission critical?  Can we ask the organizations that give out this
> > equipment to take some responsibility for it once it has left the
> > conference?  Maybe then they would see the advantage to a 3 year
> > warranty!
> >
> > Am I just being ungrateful?
> >
> > Craig Lyndes
> > Franklin Central SU
>



-- 
Lucie deLaBruere
www.LearningWithLucie.com
www.InfiniteThinking.org
Tech Integration Specialist - St. Albans City Schoool

http://twitter.com/techsavvygirl


Work: 802 527  0565 x 3206
Cell:  802  752  6086

[log in to unmask]

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Nothing is really work unless you would rather be doing something else.
 - James M. Barrie
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