Pockets+Roundtable+1+CT


 * Pockets of Success Roundtable #1: CT Notes**

Districts responsibility to close gap and provide the device for any kid who can't. Reverse equity issue -- 75 - 80% of all kids already have the device they need to participate at home. The ones who don't have it are the kids who aren't getting exposure. The longer we wait to get to 1:1, the farther behind they will fall. We will thus close the equity gap by providing a level playing field.
 * Question - no textbooks, no licenses, what about kids who can't get the devices?**

Number of solutions for security concerns for BYOD environment. People using Moracci - software solution 24/7 monitoring of activity on the network. For all security concerns, there are fixes. Industries have been employing security fixes on their phones for years. Biggest barrier is the IT department. (Moracci is not open source, but low cost solution.) For most district-wide or instructional functions, usually open source application.
 * Security of Bring your own Device (BYOD)?**

Take a five-year horizon -- to get out of textbook adoption, purchase, endorsement. Pick one online and start small, demonstrate the need and the vision and work toward it. Nothing is so security written is that the textbook is done. Digital textbook shfts the focus but doesn't do any good. Lacks the power available. If go there on the way to something else, that's one way of looking at it, but is the "retrofit" phase (see below). Digital texts cost almost as much as the bound.
 * Hue and cry over textbooks?**


 * 3 phases of Technology innovation**
 * 1) Retrofit
 * 2) Reengineering -- with this funcionality, we could do things differently.
 * 3) Rethinking

Policy barrier to broker -- per needs and funding?

Try to ignore the state. Cornocopia of legislation to boost capacity for RTTT. Online learning is encouraged From print to digital, competency instead of seat time, in terms of flexibility, State DOEs doesn't have the capacity to lead at this level, so in essence is 169 districts on their own. Do as much as you can. Also participating in the assessment consortia. St DOE funded model Algebra I proposal. Curriculum created, 8 units, piloted in a traditional environment, can be offered through blended or traditional. Research on effectiveness going forward. Proposal is to take that structure. Will be open source. Piloted in 20 districts. Six regional centers in CT --
 * Capacity - what kinds of policies do you have in your state re: blended and online level?**

Strategies: If have a solid definition of what you're after and have good competency-based measures, then teachers have more free-rein as to how to get there. This should give teachers more ability to be creative.

All of Center for 21st Century Skillls courses are offered in Moodle. Have own version, use developer called Solution Growth, and have their own server, so once built the platform is was their's to manage. Don't have a centralized learning management software. Interoperability of Moodle to different managemnt programs, so try to keep neutral.Power School is the predominate learning management program. Total student population engaged? 1600 students, will top out at about 5,000. We run the server but each teacher manages their own kids.
 * Learning Management System - Moodle based?**

How the program works in the classroom? Use Moodle to extend the class. Teacher is trained to use the program. Moodle resources extend the classrooms, do assignments through Moodle, get support through Moodle, etc., but everyday there is interaction also with teacher and other students. Project team time toward the spring. In the first few weeks of the fall, would probably look pretty traditional. In teh spring, might not be any students in the class; they could be on a field trip, in the computer lab, then debrief on how what they learned, etc.

Concept Discovery based. Scaling up.
 * Maine's pre-algebra program...**