C E N T E R F O R D I G I TA L E D U C AT I O N ’ S
TM
Yearbook
BONUS
ISSUE
Technology
Innovation
in Education
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from the
publisher
It is not often we get to step back and reflect upon
the past. So often our focus is on the next big thing
or the next great initiative. By the same token, we
often don’t get an opportunity to recognize individual
achievements in education technology. This inaugural
issue of the Technology Innovation in Education
Yearbook gives us a forum to do both.
Many of the people you will read about in these
pages have worked behind the scenes, often with little
fanfare, to advance the cause of technology and drive
more effective educational outcomes. These movers and shakers
deserve to be highlighted. We at
the Center for Digital Education
and Converge are proud to provide the platform.
Please examine our “Year in
Review,” and, more importantly, read about the personalities
who are shaping the future of
education. I trust you will be as
impressed as I am with the depth
of commitment and quality of
work each has demonstrated.
Although we are highlighting
an impressive group of individuals, we are not exhausting the
list of potential honorees. Education technology
proponents grow by the day as does the list of innovators. We expect to see an equally impressive list of
50 next year when the 2012 Technology Innovation
in Education Yearbook is released. Please enjoy this
inaugural Yearbook.
John Halpin
Vice President, Strategy and Programs
Center for Digital Education
“It is not the critic who counts; not the man who points
out how the strong man stumbles, or where the doer of
deeds could have done them better. The credit belongs to
the man who is actually in the arena, whose face is marred
by dust and sweat and blood; who strives valiantly; who
errs, who comes short again and again, because there is
no effort without error and shortcoming; but who does
actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy
cause; who at the best knows in the end the triumph of
high achievement, and who at the
worst, if he fails, at least fails while
daring greatly, so that his place
shall never be with those cold and
timid souls who neither know victory nor defeat.”
-Theodore Roosevelt
For those who are “actually in
the arena” of education technology, this Yearbook is about you;
what you did in the past year
and what you continue to do. Our
professional analysts looked at the
data from our national surveys and
other organizations, and trends
collected from research interviews,
to give you back a picture of what you are accomplishing.
We also took in nominations for the 50 technology
innovators in education we are highlighting from every
corner of America. My many thanks to the folks who
did the nominating. What you said about those that you
nominated was very moving.
To every one of the great people that were nominated, and those that weren’t but are striving valiantly
nonetheless — you are very admired for your work and
gratefully thanked. Your creativity and passion for using
technology in education — from the classroom level to
the data center — is fabulous and much needed. You are
contributing greatly to bettering education. We are truly
pleased to celebrate you!
Leilani Cauthen
Publisher, Converge Special Reports
Converge/Center for Digital Education
2
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table of
contents
YEAR IN REVIEW: SNAPSHOT OF THE
EDUCATION IT MARKET
YEAR IN REVIEW:
SNAPSHOT OF THE EDUCATION IT MARKET............................. 3
INTRODUCTION
A LOOK AT THE NUMBERS: IT SPEND AND FUNDING............ 4
There are two major forces driving education today.
The first is the economic reality that forces schools to
make the most effective use of dollars to improve student outcomes. The second is the exponential growth
in digital tools — and subsequently digital content
— that provides the foundation to transform and improve how instructors teach and how students learn.
Let’s address the economic driver first. For far too
long the education sector has lagged behind the private sector in adopting efficiencies and capabilities
derived from technology. Virtually every other sector
in the economy has been computerized, modularized
and transformed over the past 30 years. Although
there have been leaders for change, as witnessed by
the efforts we applaud in this Yearbook, change has
been difficult and delayed. The recent recession has
only forced this issue to the forefront.
The second driver is technological. Digital content,
more sophisticated assessment tools and myriad personal and mobile computing devices are emerging and
taking center stage — all aimed at improving student
achievement and preparing students to thrive in the
careers of a digital economy. These emerging technologies, led by a cadre of educational technologists,
are leading us down the right path.
This Yearbook aims to help the education community continue on the right path. The first part of the
Yearbook takes a look at IT spend, funding opportunities and top trends of the 2010-2011 school year to
shed some light on what technologies are top of mind
and how to fund them. The second part highlights
50 education innovators that have led the way and
provided best-practice models to imitate. This look
at what was done, who is doing it and where we are
going is intended to provide inspiration and guidance
to education leaders on their own innovative quests in
education.
Future Funding ....................................................................................... 4
INTRODUCTION ......................................................................................... 3
HOT TECHNOLOGY TRENDS AND PRIORITIES .......................... 5
Handheld Devices ................................................................................. 5
Mobility ....................................................................................................... 6
Lecture Capture Technology .......................................................... 7
Bring Your Own Device (BYOD) Programs............................... 7
Alternative Learning Environments ........................................... 8
Digital Content and E-Books ........................................................... 8
Data-Driven Decision-Making and Dashboards.................. 9
Social Networking ................................................................................ 9
Wireless Networks ............................................................................. 10
Virtualization and Cloud Computing ........................................ 11
LOOKING AHEAD.................................................................................... 11
2011 EDUCATION INNOVATORS YEARBOOK ......................... 13
The 50 Education Innovators ....................................................... 14
Most Likely To … .............................................................................. 40
2011 Yearbook Clubs ....................................................................... 42
SPONSORED BY:
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A LOOK AT THE NUMBERS: IT SPEND AND FUNDING
It is no surprise that education budgets have been top
of mind this past year. States are facing unprecedented
budget shortfalls and educational institutions are
feeling the pressures of strained budgets. These same
budget pressures, however, have turned the focus toward technology to help fi nd cost savings and increase
efficiencies. For example, the Center for Digital Education’s 2010 Digital School Districts and Digital Community Colleges surveys found that 24 percent of K-12
school districts and 12 percent of community colleges
are consolidating IT to continue operations during the
economic downturn. By taking a look at the past year’s
spending on IT and funding and then exploring what is
in store in the near future, it will be clear that technology in education is only becoming more prevalent.
The total educational IT spend in 2010-2011 was approximately $19.7 billion — $9.4 billion for K-12 and
$10.3 billion for higher education. These figures do not
K-12 Technology
Key Findings
The Center for Digital Education’s 2010 Digital School Districts
Survey, conducted in partnership with the National School Boards
Association, found that districts are adopting technology at a rapid
rate. Below are some of the key findings from the survey:
• 69 percent of responding districts utilize video conferencing to
offer virtual field trips to students
• 88 percent of responding districts have one or more online classes approved for credit – a 16 percent increase since 2009
• 84 percent of responding districts allow educators to use Web 2.0
tools like blogs and wikis with their students
• 82 percent of responding districts offer advanced technology
skills classes like computer programming, media production or
video game development; and 75 percent of the districts provide
all students with an opportunity to take an introductory class
that explores technology-supported careers
• 69 percent of responding districts are using “push” technology
– where automated systems send information electronically
to inform parents and patrons of events and related student
information
include the amount of money spent on student-owned
personal computing devices or the money spent on
technologies that support home schooling. To see the
technological solutions school districts and community colleges are purchasing, look to the sidebars “K-12
Technology Key Findings” and “Community Colleges
Technology Key Findings.”
Although education funding is primarily the responsibility of state governments, the federal government
has been actively involved in funding transformative
changes and dictating new paths for education. A recent
surge in federal funding, including $100 billion in funding from the American Recovery and Reinvestment Act
of 2009 (ARRA) — $27.8 billion of which was allotted
in 2011 alone — helped make sweeping improvements
to education and has provided additional funding for
IT. The Obama administration also introduced $4.35
billion in Race to the Top grants and $650 million in
Investing in Innovation grants for IT-focused spending
in education.
In addition, the administration’s National Educational Technology Plan was announced at the beginning of
the 2011 school year. Its goal is to improve education
by aligning technology to support five essential components of education: Learning, Assessment, Teaching,
Infrastructure and Productivity. Programs and grants
have also been created around these five themes.1
FUTURE FUNDING
Although some ARRA funding streams are dwindling
— school districts had to obligate funding from ARRA
grants, including Title I, IDEA and Enhancing Education Through Technology (EETT) by Sept. 30, 2011
— funding for 2012 is looking promising. The Obama
administration released its spending proposal for fi scal year 2012 and although it proposes to maintain the
domestic discretionary spending level, it is asking for
$77.4 billion in education funding, including $49 billion (excluding Pell Grants) for fiscal year 2012. This is
roughly a 4 percent increase in non-Pell discretionary
funding over fiscal year 2010.
Broken down further, the federal 2012 budget proposes $300 million in Title I funding to reward districts
and schools that show the most progress in improving
the achievement of at-risk students. These districts and
1 http://www.ed.gov/technology/netp-2010
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schools can use Title I funds to support a technologyenabled curriculum that leverages solutions such as online or distance education, digital content and software
to track student progress. Funding for the Individuals
with Disabilities Act is also projected to increase to a
total of $11.7 billion in FY 2012.
In addition, in early June 2011, the federal Department of Education announced that an additional $700
million in funding was released to support Race to the
Top and efforts in early education. Of the $700 million,
roughly $200 million in funding will be dedicated to
Race to the Top and will be available to nine states
that made it to the fi nal interview during the original
funding window. These states can compete for grants
between $10 million and $50 million, depending on the
state’s size and the fi nal number of grants awarded.
With the proposed and available funding for 2012,
it is expected that spending on technology will continue to increase. Some new technology considerations
(gathered from data in the 2010 CDE Digital Surveys)
for K-12 school districts and community colleges are a
good indication of technologies that will keep surfacing in the near future (see “K-12 School Districts New
Considerations” and “Community Colleges Areas of
Investment” sidebar). It is also probable that the trends
and priorities in the next section will continue to increase in popularity.
HOT TECHNOLOGY TRENDS AND PRIORITIES
HANDHELD DEVICES
Handheld devices, including smartphones, tablets,
e-readers and digital video technologies, are now fundamental to the way students communicate and engage
in all aspects of their lives. For instance, the Pew Internet Project found that 49 percent of Americans ages
18-24 own a smartphone, and that the majority of these
young adults also own a laptop computer.2
The 2010 FCC survey provides evidence that the
rates of handheld use will increase dramatically. It
reports that while 50 percent of respondents currently
use handhelds for administrative purposes (approximately the same as 2008), 14 percent of schools and 24
percent of districts use such devices for academic or
educational purposes. Furthermore, 45 percent of respondents plan to start using such devices for academic
K-12 School Districts
New Considerations
(numbers reflect % of respondents)
33
Cloud-Based Infrastructure
23
Open Source Software
21
Software-as-a-Service
Multi-Jurisdictional
Collaboration
15
9
Social
Networking
8
Other
6
Advertising
Community Colleges
Areas of Investment
•
•
•
•
•
•
•
•
•
•
Server and storage consolidation
Disaster recovery and business continuity
Enterprise resource planning
Broadband and connectivity
Identity and access management
Electronic health records
Research computing
Security solutions
Web-based solutions
Mobile applications and access
2 http://pewinternet.org/Reports/2011/Smartphones.aspx
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or educational purposes within the next 2 to 3 years.
In fact, if respondents follow through with their plans,
60 percent of schools and 74 percent of districts may
be using handheld devices for academic or educational
purposes within two years.3
The use of digital video technologies to support curriculum is becoming increasingly popular as a way to
improve student engagement. For instance, Glen Bull,
co-director of the Center for Technology & Teacher Education and professor of instructional technology at the
University of Virginia, compared students who wrote a
historical essay in class with students who made a twominute documentary, and found a large percentage of
the fi lmmakers were “much more engaged” than essay
writers and spent more time with those projects.4
Out of all handheld devices, however, tablets have
been one of the fastest-growing technologies in the past
school year, with pilots popping up in both K-12 and
higher education. In a PBS and Grunwald Associates
study, 53 percent of teachers ranked tablets or electronic
readers as an 8, 9 or 10 on a 10-point scale as portable
technologies with the greatest educational potential. In
Community College
Technology Key Findings
The Center for Digital Education’s 2010 Digital Community Colleges
Survey, in conjunction with the League for Innovation, found that:
• 79 percent of responding colleges participate in social operating systems such as Facebook and MySpace
• 99 percent of responding colleges report that students have
secure online access to their own grades and 20 percent provide
access via mobile devices
• 78 percent of responding colleges have data center consolidation underway and 67 percent have provided for virtualization
• 64 percent of students have access to academic tutoring and
tutors online; 70 percent to academic advising services and
advisors online; and 69 percent to career guidance services and
counselors online
• Nearly one-half of responding colleges have between 35 and 65
percent of students registered in distance or blended courses
3 Excerpt from the Center for Digital Education’s “Education Overview Report: An in-depth
look at K-12 market trends, funding opportunities and emerging technology,” 2011
4 http://www.convergemag.com/paper/Video-for-the-21st-Century-Enriching-CoreCourses-and-Improving-Student-Engagement-with-Digital-Video-Production.html
6
Kentucky, the number of instructional tablets increased
by 642 percent from SY 2008-09 to SY 2010-11.5
Tablets are growing in popularity for many reasons such as their ease of use, lightweight and small
size, and their ability to be used in a collaborative
environment. One example of a district that is taking
advantage of these benefits is Canby School District
in Portland, Ore. In May 2010, administrators and
teachers started testing tablets, which launched in
April. In the fall, the district launched a tablet pilot
that supplied 25 devices to teachers and approximately 300 to students for use in class. One science teacher
has a cart of tablets, so in each of his classes, every
student uses one every day. In the Dual Language Immersion Program, two classes of fi fth-graders have a
device assigned to them. The district also deployed
tablets at all grade levels in various subjects.6
MOBILITY
Learning is becoming a more mobile activity. Not
only does digital content allow learning to occur anywhere at any time, newer technologies make this a reality. Personal computing devices are ubiquitous in our
society. The handheld devices described in the previous
section have proliferated over the past few years and
are enabling a more mobile environment.
5 http://applications.education.ky.gov/trs_reports/
6 http://www.convergemag.com/classtech/Impact-iPad-K12-Schools.html
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Studies have shown that a more mobile learning
environment can improve student engagement, enthusiasm and test scores. According to the 2010 High
School Survey of Student Engagement, 55 percent of
students said projects involving technology, including
mobile devices, would help them feel more interested in
school.7 Students will not tolerate a “turn it off when
you enter the classroom” policy. Rather, campuses must
adapt their courseware, communications processes and
student engagement models to embrace them.
To find out more information on the benefits of mobile
learning, visit www.convergemag.com/paper/Moving-toMobility-Step-Outside-These-Four-Walls.html.
For a more in depth look at the topic of mobility in K-12 and
higher education, visit www.convergemag.com/reports/q22011/Converge-Special-Report-Mobility-and-Security.html.
LECTURE CAPTURE TECHNOLOGY
BRING YOUR OWN DEVICE (BYOD) PROGRAMS
One great enabler of digital content and a more flexible learning experience is lecture capture technology.
Rapidly embraced by higher education and increasingly
deployed in K-12, this technology gives students a rich
media learning experience at a time and place most
suited for them. Teachers or professors can use it to
provide a snapshot of an upcoming lesson and students
can utilize it for reviewing materials for a test; remote
students can experience the classroom environment.
Lecture capture is at the forefront of blended learning
and schools are using lecture capture technologies to
enhance the online learning experience.
In the 2010 Educause Campus Computing Survey,
“fully three-fi fths (60.5 percent) of the survey participants agree/strongly agree that ‘lecture capture is an
important part of our campus plan for developing and
delivering instructional content.’’8
San Francisco State University (SFSU) is proving that
a hybrid online/classroom instructional model, with
lecture capture technology as a core element, can successfully address budget and enrollment challenges. The
university uses a lecture capture solution in more than 20
classrooms, recording lectures for online viewing by local and remote students. Lecture capture is increasingly
popular, and because of its very reasonable per-pupil
spend, is being used by faculty in all academic areas.
BYOD initiatives allow students and faculty to use
personal devices on campus for educational purposes.
School leaders that were once hesitant to allow student
devices in the classroom are beginning to welcome the
idea as a way to achieve a 1:1 environment at a price
their cash-strapped districts can afford.
While there are certainly challenges to overcome,
BYOD programs can:
• improve attendance and reduce discipline issues;
• create a broader array of learning experiences;
• increase the frequency and quality of student
workgroups;
• improve student and parent attitudes toward the
school; and
• increase student achievement.9
From a sample of 30 interviews conducted by the
Center for Digital Education, 8 districts (27 percent)
expressed interest in BYOD initiatives. One example
comes from Clark County School District in Nevada
where the district has fi nished its fi rst full year of its
BYOD initiative in one of its high schools. In anticipation of an eventual district-wide implementation, the
district is expanding its network infrastructure, including wireless access. Cloud computing will also be
a major component of this initiative, which will give
students greater access to materials and information.
7 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
8 http://www.campuscomputing.net/summary/2010-campus-computing-survey
9 http://www.eschoolnews.com/2011/04/29 bring-your-own-device-catching-on-in-schools/?
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MORE THAN HALF THE STATES IN THE U.S. —
27 PLUS WASHINGTON, D.C. — HAVE AT LEAST ONE
FULL-TIME ONLINE SCHOOL OPERATING STATEWIDE
(MEANWHILE, 39 STATES HAVE SOME FORM OF
ONLINE LEARNING INITIATIVE).
Blended and hybrid learning are also on the rise, allowing schools to leverage online content while lowering student-to-teacher ratios. The Center for Digital
Education’s Digital Community Colleges Survey found
that nearly one-half of respondents have between 35
percent and 65 percent of students registered in distance
or blended courses.
Find more information in CDE’s Converge Special Report on
Alternative Learning Environments, available in October at
http://www.convergemag.com/reports/.
ALTERNATIVE LEARNING ENVIRONMENTS
DIGITAL CONTENT AND E-BOOKS
Digital learning opportunities, as well as the desire
to meet all students’ needs, has spawned new school
initiatives. One that has received the most attention has
been the charter school movement. Encouraged by the
Obama administration, these schools often use digital
content as a way to easily track student progress as well
as to reduce costs. Likewise, we have seen a rise in more
traditional magnet schools and vocational/technical
schools that are using technology to help their students
ready themselves for real-world experiences.
In the past decade, we have seen the K-12 virtual school
movement grow full force in many parts of the country.
Likewise, online colleges and universities have tapped
into the needs of an ever-changing workforce by offering
degrees, certificates and supplemental support for adults
who desire to improve their prospects. Even traditional
colleges have stretched their outreach through online
offerings, creating a very different set of options for students today than what was available just a decade ago.
Online learning at both the higher education and K-12
levels is continuing to increase. The International Association for K-12 Online Learning estimates 1.5 million
students were taking one or more online courses in 2010
(compared to 45,000 in 2000). The Innosight Institute
predicts 50 percent of high school courses will be delivered online by 2019.10
States are increasingly passing legislation to phase
out paper textbooks and instead move to digital
content and e-books. Some of the biggest challenges
schools are facing are providing devices to students to
be able to access digital content, incorporating digital
content effectively into curriculum and managing the
massive amounts of digital content on campuses. However, campuses are fi nding that the benefits of digital
content are outweighing these challenges. Digital
content is interactive, engaging, relevant and provides
students with opportunities for personal enrichment.
It is available 24/7 and adaptable to a wide array of
computing devices.
As digital content increases in popularity, campuses are beginning to adopt e-readers as the medium to bring digital content to students. The 2010
Educause Campus Computing Survey found that,
“Well over four-fifths (86.5 percent) agree or strongly agree that ‘eBook content will be an important
source for instructional resources in five years,’ up
from 76.3 percent in 2009. Additionally, more than
three-fourths (78.6 percent, up from 66.0 percent
in 2009) agree/strongly agree that ‘eBook readers
(hardware) will be important platforms for instructional content in five years.’”11 Digital content and
e-books can help save money as well. Studies show
10 http://www.innosightinstitute.org/media-room/publications/educationpublications/the-rise-of-k-12-blended-learning/
11 http://www.campuscomputing.net/summary/2010-campus-computing-survey
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STUDIES SHOW THAT K-12 DISTRICTS CAN SAVE MORE
THAN $3,000 ANNUALLY IN PRINTING AND TEXTBOOK
COSTS IN A SINGLE CLASSROOM BY CONVERTING TO
MOBILE DEVICES, LIKE E-BOOKS.
that K-12 districts can save more than $3,000 annually
in printing and textbook costs in a single classroom by
converting to mobile devices, like e-books.12
Florida has a statewide digital content initiative that
includes a five-year plan to have all K-12 students using only electronic materials delivered by e-readers
and mobile technology by 2015. The initiative requires
all Florida school districts to begin phasing in digital
content for high school students and then for all others
in reading, math, science, history and language arts.
quality professional development for data-driven
decision-making, using the Data Warehouse Tool provided by the Massachusetts Department of Elementary and Secondary Education with state funding.”13
The department provided training materials focused
on teaching school and district staff how to use warehouse tools to perform data analysis tasks. Training
included how to access and use the warehouse, how to
create reports, and how to upload data to ensure educators would be able to make data-driven decisions to
improve student learning.
For more information about education dashboards, downloadd
the Converge Special Report on the Education Dashboard at
http://www.convergemag.com/reports/q3-2011/.
SOCIAL NETWORKING
The use of social networking is proliferating at all
levels of education. It is being used as a way for campuses to communicate with students and the community, increase collaboration and expand the learning
scene outside of institution walls.
For more information, download the Converge Special Report
on Digital Content and Learning Management Platforms at
http://www.convergemag.com/reports/q4-2010/.
DATA-DRIVEN DECISION-MAKING AND DASHBOARDS
The growing need for accountability and transparency
is driving the collection of increasing amounts of data.
Educators and leaders are under immense pressure to
improve student outcomes, reduce costs, and improve
operational efficiency and employee productivity. Data
management and data reporting lends itself well to this
challenge, because federal and state funding initiatives
increasingly require schools and districts to collect data
and submit results to prove compliance.
The education dashboard is now emerging and transforming the way that schools measure, evaluate and
predict results for students, programs, schools and
districts. Education dashboards are software-based
solutions that help manage — and make comprehensible — the mountains of data that schools and districts
collect. They are graphical reporting tools that provide
real-time, or near real-time, representation of meaningful metrics and success indicators for school and student
achievement.
In Massachusetts, the Technology for Data-Driven
Decisions grant program in the state’s elementary and
secondary schools was very successful by, “supporting
12 http://www.simbainformation.com/Going-Mobile-PreK-6055405/
13 http://www.setda.org/c/document_library/get_file?folderId=6&name=DLFE-669.pdf
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A RECENT MARKET SURVEY FOUND THAT OVER 70
PERCENT OF RESPONDENTS (HIGHER EDUCATION
AND K-12) REPORTED WIRELESS LAN AS THE TOP
NETWORK INVESTMENT FOR THEIR INSTITUTIONS.
cyberbullying, etc.) linked to student activity on social
networking sites, up from less than a tenth (8.6 percent
in 2006). Moreover, the proportion of campuses reporting incidents linked to social networking sites jumped
dramatically in some sectors, rising from 15.8 percent
in 2009 to 27.3 percent in public universities and up
from 13.6 percent to 20.8 percent in public four-year
colleges.”16 To help prevent such instances from occurring, campuses need to ensure they have updated social
networking policies.
WIRELESS NETWORKS
CDE’s 2010 Digital Community Colleges Survey
found that 79 percent of responding colleges participate in social operating systems such as Facebook and
MySpace.
The admissions group from Marquette University in
Wisconsin is taking advantage of Facebook by starting
a group each year for incoming freshmen. In that group,
students can ask questions about campus life and admissions. A couple admissions counselors respond, even
late at night and on weekends. From the feedback they
receive from students, they know they are making the
admissions process smoother.14
Syracuse University in New York is one of only three
universities in the nation with a branded badge on
Foursquare (a location-based mobile platform where
users share their location with friends while collecting points and virtual badges). This has allowed the
university to connect with alumni in its three satellite
locations as well as in cities that host alumni events.15
This accelerated increase in social networking is also
causing campuses to take extra precautions on security
risks that arise, such as cyber-bullying. According to
the 2010 Educause Campus Computing Survey, “Almost
a sixth (15.4 percent) of campuses participating in the
2010 survey report a past year ‘incident’ (cyberstalking,
14 http://www.convergemag.com/policy/4-Universities-Use-Social-Networks.html
15 http://www.convergemag.com/policy/4-Universities-Use-Social-Networks.html
Digital devices demand an unprecedented amount
of bandwidth and flexibility and campuses are increasingly turning to wireless networks to accommodate this. Wireless, or Wi-Fi, environments allow
campus-wide connectivity without space or traffic
restrictions, and provide security for student access.
They’re also proving more cost-effective, easy to
deploy and scalable than wired networks. Wireless
environments provide an elegant way to get around
budget-restrictive network upgrades and the wiring
of older buildings. Sophisticated wireless connectivity not only offers high bandwidth and increased reliability, but also can be affordable and easy to deploy.
In 2010, 80 percent of respondents from an FCC
survey indicated that they had wireless access in
at least one of their school buildings. The FCC also
reported that 12 percent of respondents planned to
make wireless available in the next three years. Additionally, a recent market survey found that over 70
percent of respondents (higher education and K-12)
reported wireless LAN as the top network investment for their institutions.17
For more information about wireless networks, visit
http://www.convergemag.com/paper/Wireless-in-a-K-12Environment-Moving-ahead-with-technology.html.
16 http://www.campuscomputing.net/summary/2010-campus-computing-survey
17 www.enterprisestrategygroup.com/2010/02/esg-research-brief-2010-networkingspending-trends/
10 2 0 1 1 Y E A R B O O K
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CAMPUSES THAT UTILIZE CLOUD COMPUTING
ARE FINDING IT EASIER TO OFFER A BROADER
RANGE OF SERVICES THAT ARE EASY TO CONSUME
AND ARE REALIZING COST SAVINGS BY NOT
HAVING TO WORRY ABOUT THE MANAGEMENT OF
INFRASTRUCTURE.
VIRTUALIZATION AND CLOUD COMPUTING
CDE has observed a strong demand in the market
for desktop virtualization over the past few years.
It is likely that this increase is due to the economic
downturn as desktop virtualization allows institutions to save money and increase efficiencies through
things like longer hardware refresh periods and
faster software updates. Looking at the rates of
install and use of thin clients, CDE estimates that
approximately 2 to 4 percent of all instructional
computers in the market are currently virtualized.18
Desktop virtualization is becoming especially
popular in higher education. Indian Hills Community College in Iowa was able to purchase thin clients
at a price tag of $400, instead of having to pay double
that price for traditional desktops. Refresh rates for
traditional desktops are three to four years, but thin
clients only need to be replaced every five to seven
years. However, the real savings — in both dollars
and staff time — comes when looking at managing
the entire IT environment as a whole and keeping
pace with new technology.19
Cloud computing is enabling learning to take place
anywhere and is lending itself wisely to the education
sector. Many content providers are offering solutions
that store content in the cloud so students can access
resources anywhere there is an Internet connection.
E-mail offered through the cloud is also becoming a
popular option. Teachers and students can continue to
communicate after school hours when e-mail can be
accessed in the cloud, and there are no size restrictions
to the data sent and received. Campuses are also using
the cloud for curriculum services, enterprise resource
planning (ERP), and software-as-a-service (SaaS).
Cloud services are based on a subscription model,
making it easy to account for and easy for institutions
to factor in a running cost. Campuses that utilize
cloud computing are fi nding it easier to offer a broader range of services that are easy to consume and are
realizing cost savings by not having to worry about
the management of infrastructure.
LOOKING AHEAD
As we look to the future, we can continue to see
change happening in education. The combination
of tight budgets, enhanced technology and the need
for better educational attainment are driving this
change. It will require a shift in how we teach and
how we assess students and faculty alike. It may even
impact how we organize our schools, how we prepare
teachers and how schools deliver on their educational missions. However, many educational leaders have
already led their campuses down successful paths
and we can look to the guidance of 50 of these leaders
in the following section of this Yearbook issue.
18 The Center for Digital Education’s “Education Overview Report: An in-depth look at K-12 market trends, funding opportunities and emerging technology,” 2011
19 http://www.convergemag.com/paper/Desktop-Virtualization-in-Higher-Education.html
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PAGE
CELESTE M.
SCHWARTZ, PH.D.
P 38
CHERYL
CAPOZZOLI
P 36
DR. NANCY
THIBEAULT
P 22
GEORGE
OTTE
P 21
DR. JENNIFER
KING
P 21
WAYNE
HARTSCHUH
P 26
KYLE
DAVIE
P 32
DARRELL
NAYLOR-JOHNSON
P 20
PAIGE
FRANCIS
P 39
SAMUEL
SUDHAKAR
P 27
DAN
SPENCER
P 28
GREG
GREEN
P 34
ANITA
GIVENS
P 34
ANTWAN
WILSON
P 36
CHRIS
WESSELLS
P 15
DR. PHIL
BRODY
P 17
DUSTIN
FENNELL
P 35
BOB
KOLVOORD
P 38
JAMIE
JUSTICE
P 30
DR. TIFFANY
EVANS
P 16
WILLIAM
CARTER
P 29
AARON
SAMS
P 17
JULIE
BOWLINE
P 32
MATT
BONILLA
P 15
MATT
MORTIMER
P 31
JAMES
YAP
P 14
KURT
MADDEN
P 30
BAILEY
MITCHELL
P 37
DR. MANUEL
ISQUIERDO
P 33
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PAGE
JHONE M.
EBERT
P 16
JULIE
YOUNG
P 25
JOHN
CARVER
P 20
MUGUNTH
VAITHYLINGAM
P 19
BEVERLY
KNOX-PIPES
P 24
JAMES (JIM)
KLEIN
P 23
GLENN
DUBOIS
P 31
DR. TERRY
GRIER
P 19
BRETT
MILLER
P 25
THOM
COLLINS
P 18
CHERYL
SPENCER
P 35
JEFF
WEILER
P 26
2011 Education
Innovators Yearbook
This Yearbook is an opportunity to reflect upon where education is going and how it has gotten there. We highlight 50 individuals
whose efforts have paved the way toward progress. They often toiled alone, proving otherwise to those who said it couldn’t be
done. One common characteristic each possesses is determination to see their vision through to fruition. We hope their efforts
and lessons learned will inspire our readership to do great things.
MIKE
STANFIELD
P 28
DR. DAVID
POWNELL
P 39
MICHAEL
JOHNSTON
P 27
DR. THEMISTOCLES
SPARANGIS
P 29
DR. SCOTT
MCLEOD
P 22
DONNA
TEUBER
P 37
SHAH S.
ARDALAN
P 24
KIM
IMRIE
P 18
BRENDA
KRAGE
P 14
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James Yap
DIRECTOR OF INSTRUCTIONAL TECHNOLOGY
RAMAPO CENTRAL SCHOOL DISTRICT, N.Y.
U
Under
Yap’s leadership, Ramapo Central has moved the majority
o its digital curriculum from dvds/cds to online. Now, all core
of
s
software
and many other subjects are online and available through
t district’s digital learning environment. The result has been
the
a significant increase in usage and 24/7 access by the Ramapo
Central educational community. Yap has helped to take the
pressure off teachers to find and collect resources while at school,
enabling them to be more creative when developing curriculum,
mu
including multi-media
resources stored in instructor databases. Ramapo Central
has helped foster a 21st-century learning environment and develop a culture in
which educators want to take on new challenges in technology that ultimately
lead to improved student learning. Because the district has provided teachers
with solid professional development opportunities for early adoption of tech
initiatives, a foundation of trust has been built that has led to widespread usage.
Yap has helped give the staff the tools and support to perform their jobs as best
they can. Recently, Yap helped develop a Schools Interoperability Framework
(SIF) for Ramapo Central and has enabled the environment to grow to be one
of the larger SIF environments in the world, allowing data integrity and speed of
implementation to increase dramatically. 
Cloud computing
and the use of mobile
technology will radically
change education in the
next 5 to 10 years. It
will allow for instruction
to happen almost any
place. The educational
field has talked about
lifelong learning for years
and now the technology
has finally caught up. It
is now up to districts to
embrace these tools and
allow for a cultural shift
to happen.”
Technology is today’s
window into students’
global world; it is their portal
of access. We educators
are remiss if we don’t
incorporate technology
as one of the foremost
educational teaching tools.”
Brenda Krage
ICES
ASSISTANT SUPERINTENDENT FOR LEARNING SERV
PUEBLO SCHOOL DISTRICT, COLO.
using digital
Krage’s passion and drive to individualize learning
ed more than 6,500
curriculum to meet students at their level has allow
es, and the district’s
students to be enrolled in more than 9,000 cours
2006 to 2009. Krage
from
graduation rates to increase by 11.1 percent
for Learning Services
was recently promoted to assistant superintendent
fifth year) using online
and oversees a district-wide program (now in its
credit recovery and
digital curriculum for multiple purposes, including
spearheaded
Krage
ion,
original credit at all four high schools. In addit
a
h offers full menu of options
the initiative to create The Ridge Academy, whic
honors or AP using digital
for students who are interested in accelerating in
to receive all their credits online..
curriculum and interactive teachers; or motivated
online digital learning, Krage planss
While thousands of students take advantage of
s,
curriculum into the middle schools,
to further the momentum by expanding digital
ays
pathw
ssful
developing succe
so that younger students can get a head start in
for their future. 
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Matt Bonilla
The challenge of the 21st
century is to balance the
thirst to improve our high-tech
capabilities while developing
the human relationships and
communications throughout
all constituencies of the
university. Higher education
institutions that are able
to effectively develop that
balance — specifically as
it pertains to blended and
strategic technology platforms
(for modes of instructional
and administrative delivery)
— will have a tremendous
competitive advantage in the
overall marketplace.”
ASSISTANT VICE PRESIDENT
OFFICE OF ASSISTANCE
PACE UNIVERSITY, N.Y.
As an alumni and part of IT leadership at Pace University, Bonilla has consistently
benefited from the unique educational opportunity offered at Pace, and has
worked to improve the environment for all students, faculty and staff. Bonilla has
been instrumental in the development of a university-wide help desk system that
functions as a low-cost customer relationship management system. The online
ticketing system has dramatically improved service and employee accountability
as well as provided metrics for enhancing future business processes. Under
Bonilla’s leadership, several major university support areas have joined the help
desk and are able to provide a seamless support experience to all students and
members of the university staff and faculty.
One of the challenges Bonilla has helped Pace University address is balancing
technical capacity of adopted technology and user adoption. Bonilla believes
that software must not only match the needs of the IT personnel in terms of
maintenance and support, but it must also be relevant and useful to the end
users it is designed to serve. Bonilla has worked to to overcome the challenge
of finding the right solution for the right audience by consistently evaluating
the options and preparing holistic reviews of software options that encompass
cost, functionality and anticipated user adoption. 
Chris Wessells
VICE PROVOST AND CIO
UNIVERSIT Y OF SAN DIEGO, CALIF.
e by
strive to offer students a rich learning experienc
Wessells and the technology team (ITS) at USD
ge
that they need to learn and thrive. When data stora
providing access to content and technologies
,
rning
e-lea
for
ns
catio
appli
ation
high-bandwidth educ
demands started to rise due to the increase in
—
multi-media programs and Web 2.0 applications
nistration — Wessells made a strategic decision
admi
o-day
as well as business applications for day-t
i
ving
infrastructure. Led by Wessells, ITS focused on achie
to upgrade USD’s entire data center and network
and furthering
nt
geme
mana
nt by consolidating, streamlining storage
new levels of efficiency in its storage environme
businessfor
rces
resou
tructure, USD could better leverage its IT
its virtualization strategy. By enhancing the IT infras
and staff. The
nts
stude
data requirements and increase service levels to
critical activities, meet growing application and
, reduce costs
ncies
IT efficie
to virtualization and consolidation to increase
university, under Wessells’ leadership, is turning
ntly more than 40
teaching and learning. USD’s infrastructure is curre
and optimize IT resources for greater impact on
enterprise applications. 
percent virtualized, including 35 percent of its
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Dr. Tiffany Evans
D
D
DEAN,
DEVELOPMENTAL EDUCATION AND LEARNING RESOURCES
SALT
S
LAKE COMMUNITY COLLEGE, UTAH
Dr. Evans designed, created, led the implementation and currently manages the continuous development
of SLCC’s Electronic Library and Information Environment (ELIE – http://www.libweb.slcc.edu). Created
in Drupal (open source content management system and content management framework written in
PHP) in 2007, ELIE is a unified digital resource for students, faculty, administrators and staff. ELIE is unique
both in the vastness of its resources and applications available through a single portal entry point. ELIE
is organized using knowledge management principles to create a digitally rich environment that allows
users to search the portal using natural language and/or formal search terms. Also, each major subject area taught at the
nstant access to vetted books, databases,
college has its own section in ELIE that provides students and faculty with instant
journals and websites specific to that subject area. In the first two years of
ELIE’s deployment, online research sessions increased by 33 percent, onlinee
personalized
library resource usage increased by 1,300 percent, general Web page hits
oviding students with
Pr
skyrocketed to approximately 2.5 million and research sessions exceeded
information
and flexible Web-based
1.5 million. Over the past year, users accessed ELIE over 4.1 million times.
metadata and
Under Dr. Evans’ leadership, SLCC has migrated approximately 85 percent
and tools that leverage
t helps create a
of the college’s library holdings to ELIE. 
owledge managemen
kn
and meaningful
ed
iz
al
tu
ex
nt
co
l,
fu
er
pow
learning environment.”
Jhone M. Ebert
CHIEF TECHNOLOGY OFFICER
CLARK COUNTY SCHOOL DISTRICT, NEV.
As an award-winning mathematics teacher, the district’s first virtual high school principal, and founder and current
chair of the Nevada Commission on Educational Technology, Ebert’s vision continues to drive educational reform.
Under her leadership, the district was able to wrap up its first full year of a bring-your-own-device (BYOD) initiative
in one of the high schools. This year, CCSD is piloting a tablet-based electronic textbook project in Algebra I
classes. Ebert and her team are currently working to upgrade and provide the infrastructure needed to support
the technology and the district plans to provide wireless Internet connections in every building by December
2011. Ebert identifies 21st-century learning as part of a greater learning community that includes
online learning and 24/7 access to resources. A truly blended learning experience in which students
experience online and technology-based learning as part of their school day expands the reach of
strained resources and, more importantly, provides students with valuable technology skills and
highly interactive and explorative learning experiences. Through the development of a district-wide
vision that continues to transform innovative learning environments and uses a modular approach
to program development and implementation, CCSD will leverage technologies to alter instructionall
processes and improve efficiency and effectiveness. 
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Dr. Phil Brody
ASSISTANT SUPERINTENDENT FOR TECHNOLOGY
CLARK COUNTY SCHOOL DISTRICT, NEV.
Dr. Brody is responsible for bringing the technology program at Clark County School
District into the 21st century. He led a county-wide fiber installation program via a
partnership with COX cable, and updated both hardware and software thoroughout
the entire school district of over 300 schools and other facilities. He implemented
software for parents to have daily updates on their student’s performance.
Brody recently actively participated in the development of the Consortium for School Networking’s
(CoSN) Framework of Essential Skills of the K–12 CTO. With almost 40 years of experience as a technology leader, he
has seen the profession grow from what was considered by most educators as an
afterthought, to where it is today: a central and essential
component of virtually all educational systems. Working
se student learning,
ea
cr
in
s
lp
he
gy
lo
no
ch
closely with other district CTOs to develop a framework
Te
t
of education. This isn’
al
go
e
at
of essential skills that will be used to create a national
tim
ul
e
th
is
which
ical things of which
certification examination for school district CTOs helps
ag
m
t
os
m
al
e
th
of
e
becaus
validate his career and lets him know that the hard work
e, but because a
bl
pa
ca
is
gy
lo
no
ch
te
and many frustrations he faced throughout the years mayy
a given
od the capabilities
to
rs
de
un
or
at
uc
ed
not have been in vain. 
or
teacher
applied them to the
of the technology and
e. In other words,
tim
ht
rig
e
th
at
t
en
right stud
— not because of
ng
ni
ar
le
es
ov
pr
im
technology
e of the magician.”
its magic, but becaus
Aaron Sams
BIOLOGY, CHEMISTRY AND AP CHEMISTRY TEACHER
WOODLAND PARK HIGH SCHOOL, COLO.
After beginning his career at Woodland Park High School in 2006, Sams began looking for a means by which he could
facilitate learning in a way that was engaging to students, while also encouraging them to take responsibility for their own
learning. Instead of lecturing his students during class, Sams began creating instructional videos that they could watch
on their own time for homework. He then spent class time for hands-on activities and discussions, which encouraged
students to work collaboratively in small groups with online science simulators. Sams, along with a colleague, was the first
person to flip a classroom, and pioneered this new model for education. As a result of the technology he implemented
in his classroom, students have scored an average of a full letter grade higher than they did prior to these classroom
changes. In fact, virtually none of Sam’s students receive a “D” or “F” anymore. He also trains students to use technology to
take responsibility for their own learning in other classes too. 
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Kim Imrie
Technology is capable
of providing the building
blocks to construct the
road to learning. But,
technology can’t create
the vision or carry out
the work of a teacher
to make the vision
a reality. It takes an
extraordinary, caring
teacher to create a
learning environment full
of engaged, motivated
students ready to be
challenged to find a
better solution to today’s
problems.”
DISTRICT TECHNOLOGY COORDINATOR
MADERA UNIFIED SCHOOL DISTRICT, CALIF.
Imrie has been the guiding light for teachers, admin
istrators and other MUSD
personnel for years as she helped the school comm
unity utilize and infuse
technology in all aspects of instructional programs.
An EETT grant awarded in
2010 afforded MUSD the opportunity to implement
a middle school iPad program
exposing 245 students to iPads daily. Students enroll
ed in algebra, pre-algebra
and algebra support classes were part of the pilot
program. The program was
implemented in less than three months, and teach
ers, students and administrators
were trained to use iPads with core curriculum —
as textbooks, student response
systems, video tutorials and for note taking. Teachers
created video recordings
of daily lessons as they taught, placing the recorded
lessons onto a school Wiki.
Accessing the Wiki from their iPads, students had the
opportunity to review lessons
and concepts taught each day in class. After direct
instruction, teachers could work
with individual groups of students while other stude
nts worked independently.
Teachers recognized improved academics, less behav
ior problems and engaged,
motivated students. Students wanted to come to
school to learn. The project was so
successful that a second grant was received in 201112 to expand it.
Imrie knows that technology, if used correctly, can
accelerate
student learning. She has organized an annual Prom
ethean Camp for staff members and personnel
from surrounding districts and private schools. In
2011, there were 250 teachers in attendance, 100
of which come from districts across the state of Califo
rnia. Teachers give up four days of summer
vacation to attend. 
Thom Collins
TECHNOLOGY COORDINATOR
LUKE C. MOORE ACADEMY SENIOR HIGH SCHOOL, WASHINGTON, D.C.
Collins has implemented several technology initiatives in his school in just the
past year, including online learning and interactive tools that help teachers. He has
helped over 20 students this year to graduate on time as a result of his dedication
to the online learning program, which has proven to be the most successful afterschool model in Washington, D.C. The interactive systems he has put in place in the
classrooms help the teachers engage students and keep them eager to learn and
be successful. Collins has also awarded over $1,000 in scholarships as a result of
being the EagleBot Robotics Coach and mentors these students year round. Collins
is driven to improving the education of students through technology by providing
professional development training to teachers on how to integrate technology in
their classrooms. He has, on his own initiative, raised the bar for what classroom
technology should be available to the students. In the past year, Collins has
upgraded all classrooms, as well as the media center and computer labs to Windows
7 and Office Suite 2007, allowing students to have the latest technology to do their
class work. Collins also provides remote computer assistance to teachers and staff. 
Challenge student learning
activities with today’s
technologies and they will
achieve beyond expectation.
Instead of a smartphone,
use a smart board, instead
of texting, use interactive
response units. They will
embrace learning like you
have never seen.”
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Dr. Terry Grier
SUPERINTENDENT OF SCHOOLS
HOUSTON INDEPENDENT SCHOOL DISTRICT, TEXAS
Dr. Grier is highly regarded for his work in reducing high school dropout rates with innovative programs
for at-risk students. To reduce the dropout rate at HISD, Dr. Grier launched the Online Credit-Recovery
Initiative. Dr. Grier worked to secure federal stimulus funds to equip schools with the hardware and
network infrastructure necessary to support an aggressive virtual school for more than 40 high schools
in the district. Dr. Grier created the position of “graduation coach” and tasked these campus-based
employees with implementing and monitoring the program in schools. The plan was to implement
a program within 60 days in which direct instruction — provided through images, audio, video,
animations and interactive aspects of instructional programming — could address different student learning styles.
Dr. Grier led the graduation coach training, and provided a clear sense of vision, purpose and strategy to roll out the
ambitious digital curriculum plan. Within two months, all 44 high schools were equipped and networked, and the
Grad Labs were operational. In 2010, HISD boosted the five-year graduation rate from 70 percent to 76.4 percent by
graduating more than 600 students who did not graduate the previous year but were able to use digital curriculum
for remediation and complete their coursework. Under Dr. Grier’s leadership, the Grad Lab services were broadened to
include original credit, Advanced Placement courses, blended instructional models, support for tutorials, support for
IEP objectives, summer school, special cases such as homebound and hospital-bound students, students on exchange
programs and other cases where students had special needs in terms of connecting to ongoing education. 
Mugunth Vaithylingam
CHIEF INFORMATION OFFICER, OFFICE OF TECHNOLOGY SERVICES
COLLEGE OF SOUTHERN NEVADA
Mobile technolo
in education, as gy plays a crucial role
it can be utilize
d for both
independent an
d collaborative
learn
experiences; ass
ists to overcom ing
e the digital
divide among s
tudents; and he
lps create a
more informal,
flexible and rela
xed learning
environment.”
Taking technology to the next level and keeping ahead of the students entering
the College of Southern Nevada has been increasingly difficult during times of
major budget cuts. With this in mind, Vaithylingam negotiated with vendors for
supplies and services, which allowed him to offer meaningful and immediate
savings opportunities without impacting the mission and activities of the
prove the value and cost
institution. He also looked for opportunities in which changing vendors could improve
for technology delivery, while also offering cutting-edge technology, thereby improving the college’s reputation
within the state and nationwide. By developing strategic partnerships and participating in contract negotiations,
Vaithylingam was able to help save more than 1 million dollars. Vaithylingam believes that building meaningful
partnerships is the foundation for success and is what enables his institution to make continuous improvements
to technology infrastructures.
Vaithylingam has faced the challenge of resistance by faculty to the introduction and adoption of changes
in technology and technology polices. In order to mitigate this challenge, Vaithylingam, with the assistance of his team, works
to strategically deploy the introduction of new technologies. Their goal is to enhance teaching and learning while minimizing
disruption to existing procedures and processes. Through strong communication, he has been able to successfully demonstrate
the host of benefits that can come from adopting the proposed changes. Vaithylingam has realized that oftentimes, the cost of
not implementing new technologies is actually higher than the cost of making the change, and has worked to make sure new
technologies are adopted as the most viable way to accomplish the professional educational goals of the college. 
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Darrell Naylor-Johnson
VICE PRESIDENT FOR SCAD ELEARNING
SAVANNAH COLLEGE OF ART AND DESIGN (SCAD), GA.
LMS
to the
Naylor-Johnson’s senior leadership position has been instrumental to
At SCAD, our approach
re that the
online learning at SCAD. Under his watch, SCAD eLearning has become
line courses is to ensu content
on
r
fo
the most awarded online campus in the U.S., recognized with numerous
and visual
instructional design
acknowledgements by the Sloan Consortium, USDLA, Blackboard, Inc.,
pression of a rich
are a well-balanced ex
n.
Instructional Technology Council, and the National Academic Advising Association.
t that supports
During the past three years, Naylor-Johnson capitalized on his experience of the
learning environmen
and learner
past decade, developing 22 online degree programs in disciplines as varied as
knowledge acquisition
graphic design, painting, historic preservation and arts education. He continues to
engagement.”
g
push the boundaries of digital education, challenging traditional ideas of teaching
and learning. In 2009, he debuted an online English as a Second Language (ESL)
program, which combines lesson plans developed by a SCAD ESL instructor
with Rosetta Stone’s language lab and live tutoring sessions in Adobe Connect.
2010 brought online continuing education, so casual learners seeking personal
enrichment can engage with each other in short courses such as fashion illustration or website design. This year, he’s
working with the College Board to offer online art and design Advanced Placement courses, enabling high school students
to take their artistic talent to another level, regardless of their school district’s ability to provide advanced instruction.
Naylor-Johnson’s willingness to leverage new technologies for the betterment of the SCAD student population has had farreaching effects. SCAD graduates enter the workforce with the technology skills to interact in a global work environment.
Students all around the world have the chance to earn a degree from a premiere art and design institution. And other
higher education institutions have been able to take advantage of the pioneering work at SCAD eLearning.
John Carver
What we now know is that the
easiest part was putting laptop
computers into the hands of
learners (teachers and students).
The hard part is creating a new
pedagogy that facilitates and
supports learning and creatingg.”
SUPERINTENDENT
VAN METER COMMUNITY SCHOOLS, IOWA
tors to transform teaching and
Carver has brought together a team of visionary educa st
21 -century learning by the
learning at his Iowa school district. The goal is to create
. The first step was to
SERVE
and
fall of 2013, empowering students to THINK, LEAD
le computer labs to
mobi
and
6-12
s
provide laptop computers to all students in grade
other resources,
and
s
ologie
techn
grades K-5. By utilizing Web 2.0 tools, social media,
et and
Intern
the
r. By utilizing
learning is beginning to look different at Van Mete
, the
Skype
Via
are emerging.
social media, new types of relationships for learning
reality
l
and globally. A virtua
students connect with learners statewide, nationally
Carver says that it is hard to
3-D.
in
rings
capacity allows students to create rende
laptop computer program.
single out any one challenge to implementing a 1-to-1
and
need and urgency to change, to building a budget
the
on
s
From creating consensus amongst stakeholder
These
once.
at
en
re and network security, they all happ
allocating funds, to selecting a platform, to infrastructu
required
into the hands of the students. Accomplishing this
issues had to be addressed before laptops were put
nts and
Board of Education, administration, teachers, stude
building a team. The Van Meter team included the
ts. 
patrons, as well as other existing 1-to-1 school distric
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George Otte
UNIVERSITY DIRECTOR OF ACADEM
IC TECHNOLOGY, CUNY
ASSOCIATE DEAN OF ACADEMIC AFF
AIRS,
CUNY SCHOOL OF PROFESSIONAL STU
DIES
THE CITY UNIVERSITY OF NEW YORK,
N.Y.
Otte’s fostering faculty use of academic
technology, and especially the tools of
online learning,
ultimately led to CUNY’s first online degr
ees and to the creation of the CUNY Acad
It has always seemed to
emic
Commons. The online degrees are hou
sed in CUNY’s relatively new School of Profe
me that the most important
ssional
Studies (SPS). In 2008, Otte was asked to
become its chief academic officer. Wor
k
on
crea
ting
new technologies are those
an Academic Commons began that sam
e year. Convening the University-wide Com
mittee on
Academic Technology (CAT ), Otte (as Univ
that enable communication
ersity Director of Academic Technology)
challenged
CAT to develop an academic social netw
ork for the 23-campus CUNY system. Laun
and interaction. Interaction
ched the
next year, the CUNY Academic Common
s, with Professor Matthew Gold as its proje
ct director,
is what makes learning
is one of the most prominent open sour
ce academic social networks in the worl
d. The CUNY
Academic Commons has increased awa
possible, what turns
reness of member projects and research
interests,
including open access publication, gam
ing, and online and hybrid teaching and
information into knowledge.
learning.
The Commons, now with thousands of
members, is building a greater sense of
community
Some feel overwhelmed,
across CUNY’s discrete campuses, prom
oting an open culture of sharing, and enco
urag
ing
collaborative ventures across the multi-cam
especially with the rise
pus system.
Within SPS, Otte has overseen the deve
of social media, but I see
lopment and approval of six online degr
ees, including
the first online graduate degree in CUN
reinforcement and extension
Y. Even more important than establishing
the viability
of such instruction for CUNY, these prog
rams provide access to students whose
rather than redundancy.”
circumstances
would otherwise prevent them from purs
uing bachelor’s and master’s degrees.
The launching of both CUNY’s first onlin
e degree and the CUNY Academic Com
mons was a huge challenge for Otte, give
there was to overcome — most of it not
n the resistance
active resistance, but mere (if considera
ble) inertia. Overcoming that took team
building. However, once a team was esta
- and consensusblished, and that team had a vision, anyt
hing was possible.

Dr. Jennifer King
ONAL TECHNOLO
ASSOCIATE PROFESSOR, DIREC TOR OF INSTRUCTI
FLORIDA SOUTHERN COLLEGE, FLA.
GY
, Dr. King has worked to develop an instructional
In order to help bring technology into education
boards for pre-service teachers. The curriculum
technology course infused with interactive white
coaches to teachers who have recently acquired
has equipped students in the course to serve as
has resulted in technology integration for future
interactive whiteboards in their classroom. This
ion to providing innovative training in technology
and current teachers as well as students. In addit
she developed, Exponential PD, King has also
integration for P-12 schools through a program
atic practice of integrating technology into
written two books on the importance and system
teaching, learning and assessment.
simply classroom
complete curricular integration of technology, not
King has worked to ensure her programs allow for
ing technology in
ment
imple
in
helped to overcome a major challenge
integration, and her methods and programs have
and that sound
used,
are
nt
to impact student learning and achieveme
education — making sure that only the best tools
implementation of technology tools. 
instructional content determines the selection and
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It’s not about the
technology, it’s about the
learning! The best technology
is the one that enables the
particcuula
larr learningg outcome..”
Dr. Nancy Thibeault
L SUPPORT
DEAN, DISTANCE LEARNING AND INSTRUCTIONA
OHIO
EGE,
COLL
SINCLAIR COMMUNITY
for the development and
Dr. Thibeault has provided outstanding leadership
g
ning program. Sinclair’s eLearning
expansion of Sinclair Community College’s eLear
es
cours
e
onlin
in
nts
ss of stude
program serves over 8,000 students, and the succe
s. In one year using the
classe
o-face
face-t
in
nts
stude
of
mirrors or exceeds that
five fully online programs with
SinclairOnline model, the college began offering
lment by 35 percent. Eleven
capacity to meet demand and increased online enrol
percent enrollment increase.
fully online programs are now offered with a 250
nt and delivery, including course
opme
The model addresses online program devel
readiness, student support, quality
nt
development, faculty training and support, stude
ach is used where one highappro
e
assurance and course scheduling. A Master Cours
in collaboration with
team
faculty
quality version of each course is developed by a
d
Allll contentt and
Course is cloned to offer multiple course sections.
the Web Course Development Team. The Master
am
progr
irOnline
g across online and classroom sections. The Sincla
media are stored in a repository to enable sharin
am Award
Progr
ning
eLear
g
andin
Outst
al Technology Council’s
won two national awards in 2011, The Instruction
es. 
Servic
and
ams
Progr
Bellwether Award for Instructional
and the Community College Futures Assembly’s
Dr. Scott McLeod
ASSOCIATE PROFESSOR
UNIVERSITY OF KENTUCKY, KY.
McLeod, J.D., Ph.D., is widely recognized as one of the nation’s leading academic experts on K-12
school technology leadership issues. McLeod is also the director of the UCEA Center for the Advanced
Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated
to the technology needs of school administrators. Since 2003, when McLeod initiated the creation
of the country’s first graduate program designed to prepare technology-savvy school leaders, he has
ols into
worked with a number of corporate and organizational partners to move administrators and their schools
the 21st century. He has dedicated his professional career to meeting the technology needs of school leaders.
In Iowa, nearly 100 districts will be giving their students laptops this fall (one-fourth of the state, up from just 6
districts only 3 years ago) thanks to McLeod’s work with the School Administrators of Iowa, regional educational
service agencies and others to build a critical mass of technology-knowledgeable and supportive school leaders.
The work that he has done in Iowa is spreading to other states, including Kentucky, Minnesota, Nebraska and
Vermont. He blogs regularly at Dangerously Irrelevant, which is one of the top 10 education blogs in the world
in terms of traffic. Every time he posts, he reaches nearly 27,000 subscribers; every time he tweets, he reaches
nearly 11,000 followers. His online “Did You Know? (Shift Happens)” video series has now reached 40 to 50 million
people. The resources that McLeod shares on his second blog, Mind Dump, are used regularly by school principals
and superintendents to build a sense of urgency with their local educators, parents and community members.
He has created numerous webinars, podcasts, wikis and other resources for school leaders. Everything he creates
is released under a Creative Commons license. It is safe to say that he impacts tens and perhaps hundreds of
thousands of people each year through his online channels and information resources. 
22 2 0 1 1 Y E A R B O O K
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James (Jim) Klein
DIRECTOR OF INFORMATION SERVICES AND TECHNOLOGY
SAUGUS UNION SCHOOL DISTRICT, CALIF.
The culmination of Klein’s efforts over the past 16 years has been the
district’s Student Writing Achievement Through Technology Enhanced
Collaboration (SWATTEC) initiative. SWATTEC is an exciting program
targeting writing across curriculum, information literacy and Internet skills
in a technology-rich environment. Through this initiative, upper elementary
students throughout the district receive their own device and engage in
collaborative learning through the use of online evaluation, assessment and
social media tools.
Free software enabled us
to build an affordable, reliable, sustainable model for
personal student technology
that students, teachers and
parents can count on, along
with a realistic path to build
an effective BYOD program.
Best of all, since the system is
all free and easy to replicate,
schools and districts all over
the country and around the
world are picking it up and using it to transform learning in
their classrooms. It’s a win win
for everyone!”
To develop the initiative, Klein assembled a team of technologists and
classroom teachers to determine what would need to be addressed and
turned to open source. To ensure reliability, an interface was created that
operates much like a cell phone, with large icons that cannot be easily
moved or deleted. Not only does this give students “something to click on,”
it also prevents accidental moves and deletions, which can hamper use.
For manageability, open source classroom management tools were used
that enable the teacher to see what’s on every screen, take over a screen,
share their screen with all of the devices, allow a student to share his or her
screen with all the other devices and lock screens to garner attention. Klein
leveraged two in-house social networks built specifically for the Saugus environment — one for students and another for
teachers — to help build a sense of community and foster a culture of open collaboration.
An extensive staff development plan was put in place. Teachers in the program receive exhaustive training over two
years in the effective integration of continuously accessible technology in the classroom, as well as key 21st-century
literacies, such as digital citizenship, Internet safety, ethics, cyber-bullying, and copyright and licensing. In addition, a
comprehensive mentor program was established to provide additional training and support to key technology leaders at
each school site, who provide mentoring and modeling.
Academically, Saugus students have seen significant gains as well, including an incredible 24 percent increase in student
proficiency in English Language Arts — a greater gain than Saugus has seen in any year since state testing was instituted.
Student writing tests have shown an average 37 percent gain, with several students
achieving 50 percent or more individually. Grades in non-writing subject areas where
these tools were used have risen by an average of 9 percent. Both student and teacher
technology literacy also showed impressive gains, and students are more actively
engaged and participating in their own learning. All of this adds up to positive change
in the learning environment that is too great to be ignored. 
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Technology is not just
about gadgets and gizmos. It
is about developing staff over
time, changing paradigms
about school and truly
understanding how children
learn in today’s very busy
world in order to prepare
them to be competitive with
their global comppetition.”
Beverly Knox-Pipes
AND MEDIA SERVICES
ASSISTANT SUPERINTENDENT FOR TECHNOLOGY
.
GENESEE INTERMEDIATE SCHOOL DISTRICT, MICH
Genesee for 15 years and most
Knox-Pipes has been assistant superintendent at
Distance Learning Award from
recently received the Outstanding Leadership in
Through her efforts, she has
the United States Distance Learning Association.
over 350 percent through
by
gan
Michi
increased the use of online learning in
r Michigan, which gives
Waive
Time
the facilitation of the Statewide Online Seat
of their courses online
nt
perce
secondary students the ability to take up to 100
entt,
resulted in increased dual enrollllmen
through the GenNET Portal (www.gennet.us). It has
r
their
nish
fi
to
ing
return
out
ed
who dropp
early graduation, innovative programs, students
tly
recen
t
distric
the
nts. In addition,
education and many more opportunities for stude
local teachers who were trained by
using
l
schoo
er
summ
e
facilitated its first virtual onlin
’ leadership.
GISD to be online instructors, all under Knox-Pipes
n
make the difference, but creating a vision
Knox-Pipes says that technology alone does not
s things happen. Knox-Pipes has
and working collaboratively toward that vision make
aced a vision, worked collectively
worked with 22 visionary superintendents who embr
telecommunications highway to the
toward making that vision happen by building a
tional opportunities for students in
world, and supported teachers to transform educa
ilt a
built
have b
h lls h
GenNET consortium, Genesee County schoo
Genesee Intermediate School District. Through the
and
rces
resou
rich
to
s
acces
ies,
rtunit
distance learning oppo
450-mile fiber optic system that opened doors for
shared staff development.
Shah S. Ardalan
VICE CHANCELLOR AND CIO
LONE STAR COLLEGE SYSTEM, TEXAS
Under Ardalan’s leadership, Lone Star’s Office of
Technology Services (OTS) was transformed from a
reactive utility-minded department into a mature, high-perform
formin
ing
g strategic partne
t r th
thatt
leads the entire organization with undisputed competence and
well-deserved respect.
His accomplishments also include leading the Lone Star team to
develop a new 3-D
approach to organizational structure, which kept strategic alignm
ent centralized while
maintaining efficient and effective local operations. Ardalan facilitat
ed the acquisition
and implementation of new technology, which resulted in million
s of dollars in savings
for the Lone Star College System, and secured Lone Star College
as a leading community
college system. Ardalan has charted a mission and vision that empha
sizes excellence
through innovation in key areas that include: education deliver
y, student services, industr y
partnerships and community enrichment. As vice chancellor and
CIO, he has had to deal
with the challenge of working with an outdated technology infrastr
ucture and an ERP
system that could no longer suppor t Lone Star’s phenomenal growth
. Ardalan facilitated
major changes in the school’s infrastructure, which has now been
93 percent virtualized. 
Lone Star College is
part of the ‘disruptive
innovation’ challenging
traditional universities
and changing the face of
higher education. Our goal
is to provide students with
high-quality academic
instruction that is
affordable and accessible.
Leveraging technology to
accomplish this puts Lone
Star at the forefront of the
movement.”
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Julie Young
CEO
FLORIDA VIRTUAL SCHOOLS, FLA.
Young has built a leading educational program on research surrounding the restrictive
role of artificial boundaries surrounding time and pace of learning. FLVS is a public
online learning initiative that, for the first time, offers K-12 students free statewide
access to 100+ online courses. Only 77 students completed the first year the school
opened in 1997. Today, the top-quality content and delivery methods, coupled with
an amazing staff and faculty, served over 122,000 students across the state of Florida
during the 2010-2011 school year. FLVS has also pioneered game-based courses and
mobile apps, both to deliver and supplement content. More developments include
the use of technologies such as 3-D, speech recognition, and augmented reality.
Add to these innovations a strong customer service focus and a performance-based
funding model, and you see how FLVS, with the support and vision of Young, has
garnered international accolades. Since FLVS’ inception, Young paved the way for
sustainability for FLVS, which is the only virtual program in the U.S. to be included in
the state education budget just like any other district. FLVS teams with districts to
create and customize solutions that extend virtual learning opportunities through
a robust franchise program, a full-time option and through local virtual learning
labs. To maintain quality, FLVS advocated and received performance-based funding,
which means students must succeed in order for FLVS to receive full funding. Lastly,
since its inception in 1997, the once Florida-only online high school now serves K-12
students in all 67 Florida districts, 49 states and 46 countries. 
We’ve created mobile
apps to further engage our
students wherever and
whenever they want to
engage. You see, mobility
isn’t just a technology,
it’s a lifestyle, so we
must reach them in the
environment in which they
live every single day.”
Brett Miller
CHIEF TECHNOLOGY OFFICER
JEFFERSON COUNTY PUBLIC SCHOOLS, COLO.
As chief technology officer for Jefferson County Public Schoo
A
ls, Miller was
iinstrumental in leading his team through building the next-g
eneration WAN
i
infrastr
ucture for the district by completing the installation of the Metrop
olitan
Optical Ethernet to school sites. He successfully deployed 100Mb
of fiber
providing 6.3Kbps of bandwidth per student for each of the
150+ schools and sites, which enabled
the district to bring various technology resources into the classro
om such as videoconferencing,
streaming educational content and useful collaboration tools
for teachers and students. Under
Miller’s leadership, the old “computer lab” environment has
been opened up, exposing Jefferson
County Public Schools to the global classroom and providing
the staff with the necessary tools
to increase student achievement. Miller has worked to overco
me the challenge of effectively
communicating the goals of the information technology team
to the community, and building the
support to realize these goals in delivering quality services for
students and staff. He developed
and implemented several workshops and study sessions with
the district, community members
and financial oversight committees to clearly articulate the
goals of the technology department.
Overcoming this challenge has enabled Miller to focus on the
overall vision and strategy of the
Information Technology Department, which helps to better
serve the students and staff in the long
run due to easier and more frequent implementations of new
technologies. 
Each generation of
educators and students come to the
classroom eager to
tackle the challenges
presented to them
and learn. It is
technology’s role
to be flexible and
adapt to the needs
of students and staff
so that they have the
tools and resources
necessary to be
successful.”
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Wayne Hartschuh
EDUCATIONAL TECHNOLOGY
EXECUTIVE DIREC TOR, DELAWARE CENTER FOR
DEPARTMENT OF EDUCATION, DEL.
ware Department
are Center for Educational Technology (DCET )/Dela
Hartschuh is the Executive Director of the Delaw
and adjunct faculty
tional Technology Directors Association (SETDA);
of Education; an active member of the State Educa
nal and national
where he makes a positive impact at the state, regio
at Wilmington University, all of which are positions
l community in
e professional development to the K-12 educationa
level. Hartschuh was instrumental in bringing onlin
am by expanding
am. He has been able to sustain and grow the progr
Delaware through the eLearning Delaware progr
sion included
expan
This
s.
ering
off
-term offerings and self-paced
from the traditional six-week courses to include short
ulum and Common
an introduction to the Delaware prioritized curric
content teacher (ELA,
Core Standards that was delivered to every core
The access to information and lea
g the summer and fall
rning
math, science and social studies) in Delaware durin
opp
al
ort
ssion
un
profe
e
itie
onlin
for
s
are
tha
Delaw
t
the
ning
eLear
Int
of
th
ern
et and Web
of 2010. With the grow
onents of the system
2.0 have afforded us are phenome
development, Hartschuh advocated that all comp
nal. This
tration/PD Management)
has opened doors to anytime, an
(Blackboard, Elluminate, and Truenorthlogic Regis
yw
here
d
grow. He also provided
lea
work together for the program to be successful and
rni
ng
for
inc
rea
sed
opp
ortunities in online
than eLearning
a vision to expand the use of these systems to more
pro
fes
sio
na
l
dev
elo
are
s
pm
system
ent
the
of
to expand content
All
Delaware, which is now a reality across the state.
kn
ow
led
the
of
ge,
use
The
.
im
pro
system
n
ve instructional strategies
being integrated into the statewide single sign-o
all districts
so
an
ded
d
expan
inc
be
rea
will
se
system
nt
stu
geme
den
mana
PD
t achievement.”
registration and
nt
opme
devel
al
ssion
profe
t
distric
all
for
level
local
can use them at the
and technical assistance activities. 
Jeff Weiler
DEPUTY SUPERINTENDENT, CFO
CLARK COUNTY SCHOOL DISTRICT, NEV.
Weiler was recruited in part as a result of his successful experience in a major
private enterprise ERP installation. He is currently the administrator in charge
of technology at Clark County School District where he has incorporated
state-of-the-art technology throughout the school system. As a counter to
reduced resources, he has made more efficient use of technology in both thee
business and educational sides of the school district.
In balancing this year’s budget, the district had to identify and implement
$150 million in budget cuts. Weiler, with a group of Web experts and the
technology team, created an online budget survey to ensure they had input
from all stakeholders. The survey included a variety of options and resulted in
budget savings.
gy and online resource
Advances in technolo
er
educators are no long
at
th
n
ea
m
ll
wi
g
in
ar
sh
their own classrooms.
working in the silos of
s the potential to
This type of access ha
the quality of teaching
dramatically enhance
es
offer many opportuniti
and learning and will
en
educators in differ t
g
on
am
n
tio
ra
bo
lla
co
for
country.”
parts of the state and
Weiler believes the greatest challenge in any technology implementation is change management, and helping people to
understand that new ways of doing things may be better. Over the years, through trial and much error, he has learned that the
essential ingredients in any technology change are communicating clearly and generating buy-in. 
26 2 0 1 1 Y E A R B O O K
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
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PAGE
Samuel Sudhakar
AND CIO
VICE PRESIDENT OF ADMINISTRATIVE SERVICES
ILL.
CARL SANDBURG COLLEGE,
ing several technology initiatives
Sudhakar has been heavily involved in implement
he was instrumental in facilitating
throughout his career at the college. Most recently,
clusters using server virtualization,
the switch from the use of on-site servers to three
h h
” which
student e-mail and the Web portal, “My Sandburg,
enabling the college to utilize cloud technology for
.
news
us
camp
board, library databases, mail services and
integrates internal and external sources such as Black
ng
s all campuses through CSC-T V; moved the learni
Sudhakar implemented a digital signage system acros
board
and informal notifications to students through Black
management system to the cloud; set up emergency
Connect; and developed a strategic IT plan to move
ome
applications to the cloud by 2014. Sudhakar has overc
oping
devel
by
ology
Cloud technologies that are availab
the challenge of keeping up with techn
le for higher
r
newe
with
strategies to replace outdated equipment
education have allowed institutions
with
s
ership
to enhance
technologies and by establishing business partn
services they provide their studen
and
e
colleg
the
for
costs
down
drive
to
ts,
order
in
faculty and
companies
sta
more
ff
wh
occur
to
ile
ver
red
turno
ment
uci
equip
ng
es
fi
enabl
xed
operating expenses.
its students. This
g sure
Whenever institutions are able to lev
frequently. Dealing with challenges such as makin
erage new
software
technologies to improve student ser
interconnected systems are compatible with new
vices and
ensure
and across platforms, Sudhakar has taken steps to
student engagement without incurr
is
and
g
trainin
uous
ing
additional
the support staff goes through contin
fixed costs, the overall value of hig

s.
system
new
rting
her
suppo
edu
rtable
cation is
comfo
enhanced in the minds of students.”
Michael Johnston
STATE SENATOR
COLORADO STATE SENATE
As a member of the Colorado State Senate,
enate Johnston has worked to pa
pass
legislation which will require teacher and principals to receive annual evaluations to determine
effectiveness, which will be measured, in part, by student academic growth. With this shift,
Johnston has helped to lead the charge for demonstrated educator effectiveness, which will
drive hiring, promotion, professional development, earning and retaining probationary status,
dismissal, and contract renewal in every district in the state.
Johnston’s legislation will also create career ladder and leadership opportunities for Colorado’s
most highly effective educators, including granting increased compensation for increasing
student achievement and sharing successful teaching methods with other teachers through a
robust online resource bank. This means that a teacher who is struggling to develop a particularr
d
lesson plan in one part of the state will be able to get online and access lesson plans, videos, and
other resources from master teachers in other parts of the state. 
gy and
Advances in technolo
g will mean
online resource sharin
longer
that educators are no
their own
working in the silos of
of access
classrooms. This type
amatically
has the potential to dr
teaching
enhance the quality of many
offer
and learning and will
boration
opportunities for colla
fferent
among educators in di
country.”
parts of the state and
2 0 1 1 Y E A R B O O K 27
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
916-932-1300
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PAGE
Dan Spencer
EDUCATIONAL TECHNOLOGY CONSULTANT
JACKSON COUNTY INTERMEDIATE SCHOOL DISTRICT, MICH.
By using screencasts, iPod Touches and Moodle, Spencer was able to convert the
classroom from a “one-size-fits-all” model where students moved through the
curriculum whether they learned the content or not, to one where students could
learn at their own pace. By leveraging technology to make content accessible and
rewindable, students can spend as much time as they need to master the content
before moving on. It also frees up valuable class time for Spencer to constantly
circulate around the room and help students one-on-one. Spencer has discovered
that students need to learn how to learn and not be “spoon-fed” information.
The screencasts and handheld devices allow him to move past the lectures and
multiple choice tests, and spend more time with students. In his new position
as educational technology consultant, he is able to share his success with other
teachers, helping them to see how they can improve their students’ learning by
leveraging technologies such as screencasts and mobile devices. 
It’s amazing what students will
do when learning is the constant in
the classroom rather than just time.
When it comes down to it, it’s not
about the technology, but finding the
tools that allow kids to learn more
effectively. Many students need
extra time and individual attention to
master the curriculum.”
We are prepari
students for jo ng today’s
bs
even exist tod that don’t
ay
technology is and classroom
key.”
Mike Stanfield
DIRECTOR OF TECHNOLOGY
HALLSVILLE INDEPENDENT SCHOOL
DIST
RICT, TEXAS
Stanfield’s vision of a digital classroo
m is ever present as he
works with principals and administrato
rs. He constantly seeks
out new IT direction and products, and
demonstrates them
to classroom teachers. He has created
a “demo” room where teac
ache
hers
rs are encouraged
d
to come during their lunch or confere
nce period to see new product dem
onstrations. The
teachers can even create a project with
these new products, at their leisure,
and determine
how they could use them in the clas
sroom. Two years ago, Stanfield was
recognized as one of
the top three technology administrato
rs in the state of Texas by the Texas Com
puter Educators
Association, for innovation and visio
n. His application of the ROEI (Return
On
Edu
cational
Investment) has created a climate whe
re the school board and administratio
tie classroom digital technology to
n
can
directly
higher academic achievement. He help
ed implement a standard level
of technology integration at the clas
sroom level, whereby all classrooms
are outfitted with digital tools that
include interactive whiteboards, med
ia computer, projector, Media Manage
ment System, student computers,
teacher laptops, telephone, wireless
access (for students to bring their own
dev
ices), Elmo Cam and many other
technologies. In grades K-8, students
are issued a Nano where the teacher
dow
nloa
ds lessons and other video
elements. Stanfield believes that a sign
ificant link between technology-rich
classrooms and student achievement
exists where the data has been colle
cted. His personal goals have been
to guide and encourage instructiona
innovation, and to emphasize to teac
l
hers and educational leaders the pote
ntial of classroom technology. 
28 2 0 1 1 Y E A R B O O K
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
916-932-1300
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PAGE
Dr. Themistocles Sparangis
CHIEF TECHNOLOGY OFFICER
.
LOS ANGELES UNIFIED SCHOOL DISTRICT, CALIF
ti t
distric
h di
h the
ffact that
ing at LAUSD, and has played a major role in the
Dr. Sparangis has been a pioneer for online learn
es
cours
e
onlin
led in
e courses and over 3,000 students that are enrol
now has over 2,500 unique students taking onlin
my,
acade
l
a virtua
ers, primarily in grades 9-12. The district also has
altogether. Thirty students are purely distance learn
). They
.html
ex-1A
a/ind
/coav
ngels
//www.lausd.net/City_of_A
which is the City of Angels Virtual Academy (http:
improved
has
ing
learn
e
onlin
says
ngis
to deliver coursework. Spara
leverage Apex Learning, Powerspeak and E2020
ing, which
learn
to
ach
appro
ed
an alternative and a more individualiz
student engagement and achievement. It offers
point, he
stand
n
eratio
accel
credit recovery scenario. From a credit
the students may not have learned in a traditional
to students that were once not possible.
believes that online courses offer more choices
d environment,
becoming more prevalent, particularly in the hybri
Sparangis foresees online learning expanding and
the district in
school day and school campus. He is supporting
because it can go beyond the typical traditional
online learning program. 
discussing possibilities on how they can grow their
William Carter
VICE CHANCELLOR OF INFORMATION TECHNOLO
GY
HOUSTON COMMUNITY COLLEGE, TEXAS
Because of Carter’s leadership, roughly 15,000 stude
nts are able to enroll in online courses
es. HCC offers over
500 sections of online courses and all course curric
ula are available online. At HCC, students are allow
ed and
encouraged to use mobile devices on the colleg
e’s wireless network during class for learning purpo
ses. Carter
is a proponent of mobile delivery and open-acce
ss learning technologies and believes that they
increase
student retention and improve student learning.
HCC’s IT and Institutional Effectiveness departmen
ts won the
ComputerWorld Honors Program Laureate Awar
d for the college’s academic dashboards. HCC also
launc
hed
its intranet site, myHCC, this year which provides
secure information to facult y and staff, and is also
track
ing
sustainability measures for all major projects. HCC
has implemented cost efficiencies during FY 2010
-2011
totaling
$13 million annually. The projects have eliminated
manual processes, improved processing time, and
reduced
printing and supply costs. This resulted in a 77
percent return on efficiencies for the IT departmen
t’s operating
budget of $15 million.
HCC recently received a Bellwether award for its
international initiatives that highlighted collab
orative efforts in
Vietnam, Qatar and Brazil. During the 2010-2011
year, HCC IT work ed direc tly with Qatar ’s Supre
me Education
Council to design the Community College of Qatar
’s infrastructure and install network equipment
, servers,
desktops, security, and administrative and instru
ctional technology at two new campuses in Doha
, Qatar. 
2 0 1 1 Y E A R B O O K 29
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
916-932-1300
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PAGE
Jamie Justice
VATION
DIREC TOR OF VISUALIZED LEARNING AND INNO
SYSTEM, KY.
EGE
COLL
L
NICA
TECH
KENTUCKY COMMUNITY AND
A combination of subject
of initiatives to help identify and
Since 2002, Justice has been leading a variet y
with
y
matter expert-developed content,
3-D content to support facult
develop new applications of visualization and
was
e
Justic
lities.
moda
and
em
styles
erging and more user-friendly
ing
technologies and ideas to adapt to learn
r
Cente
l
Digita
ctive
Intera
S
KCTC
the
of
development software, rapid
responsible for the startup and operation
IDC evolved as an operation
The
ge.
Colle
ical
Techn
Green
ing
Bowl
at
ed
em
ergence of 3-D devices and the
(IDC) locat
learning and digital content solutions
creating content applications for teaching and
opp
ortunity to engage learners
force solutions. Additionally, Justice
for innovative online content delivery and work
through a personalized learning
ct called TRY-IT (Translating
supported a five-year student development proje
cky
Kentu
of
exp
rsity
erience is rapidly approaching
) with the Unive
Research to Youth through Information Technology
upon
based
les
modu
and
ctive
intera
consequently will change
3-D
lop
to allow 7th-grade students to deve
and
rship
leade
ded
inclu
also
ct
proje
This
.
education in unforeseen ways.”
their research on the brain and heart
cation with middle school teachers
appli
ctive
intera
cell
n
huma
a
of
ent
lopm
deve
Ky., which will be in use in fall 2011.
in Fayette County Public Schools in Lexington,
ned a training program for
Through management of the IDC, Justice has desig
creation of the “Interactive 3D
end users of EON Studio Software, including the
ns at national
past four years, he has given multiple presentatio
Application Development” textbook. Over the
oting a vision for
Conference, Educause, NCWE and others prom
conferences such as the League for Innovation
ation through
content development and personalizing educ
applications of engagement learning, interactive
innovative uses of technology. 
Kurt Madden
CHIEF TECHNOLOGY OFFICER
FRESNO UNIFIED SCHOOL DISTRICT, CALIF.
Since joining FUSD in 2006 as chief technology officer, Madden
began working with Superintendent Michael Hanson to revitalize
the use of education technology in the district. Madden is driving the development and
implementation of a new student information system, in partnership with Microsoft, called
ATLAS, which stands for ‘Achievement, Technology, Learning, Assessment System.’ ATLAS
takes a student-centric approach with a visually appealing, modern style user interface that
appeals to students, teachers, administrators, parents and the education community. It is
also enterprise-level, scalable and built using current technology that supports anytime,
anywhere access regardless of device. Expected to serve as the student information
system platform for the next decade, ATLAS opened for calendar year 2011 and is being
continuously updated and extended with advanced reporting and information-sharing
capabilities. The district is beginning to take advantage of easy access to data using
dashboards, parent and student portals, and providing what teachers need to accelerate
student achievement. ATLAS is being shared widely with other California school districts as
an example of how technology can be used to improve education across the state. 
There are a lot of
technologies for the
classroom, but many
of them still require
the teacher to stand
in front of the classroom
and deliver content.
We’re researching and
developing technologies,
like wireless slates and
mobile software, that allow
teachers to move about the
room, individually coach
and accelerate learning
for a diverse group of
students.”
30 2 0 1 1 Y E A R B O O K
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
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PAGE
Glenn DuBois
CHANCELLOR
VIRGINIA COMMUNITY COLLEGE SYSTEM, VA.
Since becoming the system’s chief executive officer
in July 2001, DuBois has strategically positioned
Virginia’s 23 community colleges to elevate the comm
onwealth’s long stagnant rate of higher education
participation. Under his leadership, the system has
signed unprecedented guaranteed transfer agree
menttss
with more than two dozen public and private four-y
ear institutions, enhanced its workforce developme
nt
services, diversified its funding sources and shatte
red student enrollment records.
DuBois brought a vision to reality when he create
d a one-stop service for students and teachers that
he likens to
Expedia.com for education. The Virginia Education
Wizard guides prospective students and their famili
es in making
informed college and career choices by helping stude
nts launch, track and complete meaningful colleg
e experiences
and find careers. The tool provides comprehensive
information — including real-time market data —
and tools for
assessments, career paths, college curriculum, financi
al aid and college costs. It brings together inform
ation to help
students select careers based on personal interests;
to determine majors; to compare costs of different
higher education
choices; to apply to any of Virginia’s community colleg
es; and to identify transfer pathways from two-year
to four-year
schools. Specifically, the tool links occupational inform
ation (user interests, local salary and local occupation
demand)
with specific information on related educational
offerings of the Virginia Community College Syste
m.
Then
it helps
students map the required curricula to help them
prepare for their desired career paths. It allows stude
nts with financial
concerns to compare the cost of attending colleg
es and universities across the state, provides custo
mized financial aid
award estimates and offers step-by-step instruction
s for completing the Free Application for Federal
Student Aid (FAFSA).
The Virginia Community College System continues
developing the next versions of Wizard — with capab
ilities that will
make it easy for younger students to assess their
skills and prepare for college. 
Matt Mortimer
IT DIREC TOR
FLORIDA STATE UNIVERSIT Y COLLEGE OF LAW
Advocacy Center,
n and planning of the college’s new Law Children’s
Mortimer was the most integral part of the desig
g the design
durin
member but spearheaded many of the projects
opening in January 2012. He was not only a team
ology podiums in every
ents include the implementation of new techn
phase of the project. Some of his accomplishm
ctive touch panel control
Blu-ray player, document camera and an intera
new classroom that will be equipped with a PC,
y. Mortimer also designed
oom from the lighting to the sound and displa
system that will control everything in the classr
ing. It will be centrally
and webcasting for the new College of Law build
what will be the new system for lecture capture
ed every camera,
-pick
hand
He
o.
e to a professional television studi
managed from a control room which is comparabl
ired training for
acqu
even
and
can provide a wide array of Web content,
recorder and control so that the College of Law
and lecture
ras
came
The
Web content will be of the highest quality.
the operators so that the production value of that
schools
other
g with
ional classes, but also for video teleconferencin
capture software will not only be used for tradit
o-day IT
day-t
g
tainin
plishments while staying within budget and main
and countries. Mortimer achieved these accom
ing.
operations at the current FSU College of Law build
2 0 1 1 Y E A R B O O K 31
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
916-932-1300
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PAGE
Julie Bowline
DIRECTOR OF INSTRUCTIONAL TECHNOLOGY AND LIBRARY SERVICES
ADAMS 12 FIVE STAR SCHOOLS, COLO.
Bowline has played an instrumental role in creating two successful online programs
ms
for students who have dropped out of school. In addition, she has worked
given
tirelessly with Learning Services to ensure that technology standards are
Students thrive when
integrated into content area standards for all students in grades PK-12. Four
s themselves
opportunities to expres tal
years ago, elementary schools had only one projector for the entire building and
digi
through the creation of
not a single document camera. Today, all of the district’s K-5 classrooms have
r them as
a document camera, projector, audio speaker and netbook on a mobile cart.
products. We empowe
in a global
Through a combination of district funds, ARRA funds and donations from the
learners and citizens
em to
Education Foundation, the district purchased the carts and equipment necessary
ity when we entrust th
un
m
m
co
l tools.”
to transform the older schools into 21st-century buildings. Student engagement
their voice using digita
e
ar
sh
has risen dramatically as teachers explain concepts using high-quality images that
students can easily see. Also under Bowline’s leadership, the district switched from
a face-to-face professional development format to a blended learning model. The
district offers BASICS (Because All Should Investigate Computers Soon) training
for educators who have limited computer skills. The first week of summer break
the district also offers a two-day technology academy, Highway 21, during which it invites national, regional and local
speakers to provide instruction on technology tools, 21st-century teaching strategies and inquiry-based instruction. By
offering a variety of training opportunities the district is reaching more teachers and — as a result — more students. 
Seeing our classrooms
transformed into digital learning
centers where all students are
fully engaged in their learning is
the most rewarding part of my
job. This type of environment
is color blind and allows every
child to explore and grow beyond
the classroom.”
Kyle Davie
CHIEF OF TECHNOLOGY
FORT WOR TH ISD, TEXAS
mentation of interactive whiteboards
Davie successfully completed the largest imple
ooms included interactive
in the nation. The creation of 5,500 digital classr
streaming and video
video
mand
whiteboards, document cameras, on-de
classroom in the district
every
in
conferencing (distance learning) capabilities
(bond). In many classes,
am
Progr
through the $593 million Capital Improvement
g confidence in their
gainin
and
s
the students are leading the lessons on the board
social and communication skills.
cer Michael Sorum to create a district-wide
Davie has also partnered with Chief Academic Offi
work is comprised of a teacher portal and
digital curriculum mainframe. The Curriculum Frame
ions. To ensure the Framework’s success, the
a curriculum guide incorporating essential quest
at system sign-on and deliver the appropriate
software was developed to recognize the teacher
nues to evolve and allows uploading of digital
portal page for that teacher. The Framework conti
documents and media. To continue the
resources and linking to approved lesson support
st
ates and implements cutting-edge equipment
movement toward 21 -century skills, Davie advoc
nal equipment and Web 2.0 tools that
and processes. Revised policies allow the use of perso
ologies and educational practice. 
encourage greater integration of real-world techn
32 2 0 1 1 Y E A R B O O K
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
Prepress
Other
OK to go
916-932-1300
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Dr. Manuel Isquierdo
SUPERINTENDENT
SUNNYSIDE UNIFIED SCHOOL DISTRICT, ARIZ.
Dr. Isquierdo has taken a district once labeled as a dropout factory and
transformed it. The Sunnyside Unified School District is the second
largest school district in Tucson, Ariz., with more than 17,500 students.
Nearly 84 percent of the student population qualifies for free and
reduced-price lunch, one-third is classified as English Language Learners
and just under 6 percent are homeless.
People say technology can
transform teaching and learning. In Sunnyside, this is
happening. We are bridging
the digital divide, the economic divide and the language
divide with our technology
initiatives. Sunnyside is at
its tipping point. And as Malcom Gladwell indicates in his
bestselling book, our change
is irreversible. I am excited to
be a part of that change.”
The beginning of the district’s transformation with technology began
in fall 2007 when Dr. Isquierdo created Project Graduation:
The Digital Advantage. Dr. Isquierdo’s personal involvement in
fundraising resulted in commitments of $1.1 million in six months
towards the Digital Advantage laptop program. In 2009, the Digital
Advantage was expanded to include a comprehensive Dropout Recovery
initiative where students are encouraged to return to school. Students
are given access to laptops and allowed to take online courses, giving
them more opportunities to earn a high school diploma. New in the
2010 school year was the fifth-grade one-to-one computing program,
Digital Explorers, which provided every fifth-grade student with a laptop
for online learning in school and at home. This fall, the one-to-one initiative will be expanded to include middle
school students as well, with the ultimate goal of creating a K-12 one-to-one learning environment at Sunnyside.
As a result of Dr. Isquierdo’s innovative technology initiatives, student attendance, engagement and achievement have
improved, resulting in the ultimate goal of increasing graduation. While experiencing declining enrollment, SUSD’s
graduating class increased from 505 in 2007 to 598 in 2008, 715 in 2009, 821 in 2010 and 873 in 2011. The value of the
technology initiatives for students does not stop with the distribution of laptops. Dr. Isquierdo has placed budgetary
focus on staffing and professional development of teachers so they may integrate
technology into their daily classroom activities. He has increased the number of
technology support staff while many other districts are reducing staff. 
2 0 1 1 Y E A R B O O K 33
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Anita Givens
DS AND PROGRAMS
ASSOCIATE COMMISSIONER FOR STANDAR
TEXAS EDUCATION AGENCY, TEXAS
ent areas, including
Givens oversees a number of policy developm
ooks and educational
curriculum, professional development, textb
tal in planning and
technology. Givens has also been instrumen
that provides
tive
initia
implementing the state’s Project Share
l through which
porta
educators and students access to a statewide
and access
te
bora
teachers and students can communicate, colla
ct Share
Proje
ugh the
21st-century digital content and tools. Thro
the tools, professional
initiative, Texas educators and students have
ove digital learning
development and content resources to impr
teach in new ways and
opportunities. Teachers can use the tools to
ent. Students can access
lopm
deve
learn through online professional
tfolios that can follow
ePor
lessons and courses as well as establish
ation Agency provides
Educ
s
them through their school years. The Texa
onment to all Texas public
this interactive and engaging learning envir
school educators and students.
Mobile learning devices are
essential for all students. Mobile
technologies — including laptops,
netbooks, tablets and smartphones
— provide opportunities for
engaging learning activities and
access to digital content that can
be customized to meet individual
needs and interests. Education
must leverage these technologies to
prepare our students for their future
in the 21st-century digital age.”
in June 2011, which
ng of Senate Bill 6 by the Texas Legislature
A recent achievement of Given’s was the passi
a new Instructional
and use instructional materials by creating
changes the way Texas schools will acquire
t the Texas
changed to “instructional materials” throughou
Materials Allotment. The word “textbook” was
ent, provides
cont
al
digit
of
d
worl
leverages many changes in the
Education Code. This landmark legislation
-Range Plan
Long
’s
state
the
in
policies and recommendations
greater flexibility to districts, and builds upon
digital and//
in
rials
mate
al
the opportunity to select instruction
for Technology, 2006-2020. Districts now have
d
be used
also
may
t
men
nts. The new Instructional Materials Allot
or print to best meet the needs of their stude
digital content
use
ely
ectiv
eff
ers
rials and training and support to ensure teach
to acquire technology to access those mate
and 21st-century learning tools. 
Greg Green
PRINCIPAL AND CURRICULUM COORDINATOR
CLINTONDALE COMMUNITY SCHOOLS, MICH.
Green took a school near Detroit that was failing 50 percent of its incoming freshman and
reduced the failure rates by 20 to 30 percent in just one year. By flipping the instructional
delivery method of math, English, science and social studies courses — delivering class
lessons and lectures at home, thus freeing up class for one-on-one time with the students
— he has developed a model for ensuring at-risk students are given opportunities to
succeed. The greatest obstacle that the school overcame was the fear that technology
would replace teaching staff. However, Green started the project with only one teacher
and then continued to expand, which allowed staff to ask critical questions and
encouraged buy-in. Green has found that this particular model eliminates many of the
obstacles that teachers have faced for years and effectively allows them to be the subject
area expert that they set out to be. View more about his flipped classroom model at
http://www.flippedhighschool.com. 
Screen capture
technology enables
us to put the best
teacher with the best
instructional unit in
front of all students
at all times.”
34 2 0 1 1 Y E A R B O O K
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Dustin Fennell
VICE PRESIDENT AND CIO
SCOTTSDALE COMMUNITY COLLEGE, ARIZ.
When SCC’s distributed infrastructure came due for yet another round of pricey
desktop hardware upgrades, Fennell instead created a high-speed, highly available
system that benefits every student and employee of the college — whether on or off
campus. The result: “MySCC,” a Web-based portal that leverages desktop virtualization
technology to give students and staff free, anytime access to more than 250 virtual
applications, desktops, personal files and network resources from practically any
computing device with Internet access.
Started as a way to address the expense of desktop hardware upgrades and improve
student access to important applications and network resources, Fennell’s MySCC
has had a dramatic impact on the school and its students, including simplified access
for students, faculty and the community; more affordable learning for students; a
competitive advantage to drive additional enrollment; simplified administration for the
college’s IT; enhanced data security; reduced storage space; and hardware replacement
costs cut by $250,000 annually.
Educational institutions
that leverage desktop
virtualization in
conjunction with open
educational resources will
significantly drive down
costs to students and will
shatter barriers to enable
students to reach their
educational goals.”
Ongoing, campus-wide improvements by Fennell and his IT team will continue to
build on the success of this virtualization solution. Thanks to the increased efficiencies
of leveraging virtual computing strategies, Fennell has been able to self-fund $50,000 in annual technology innovation grants
and implement a campus document imaging solution, VoIP solution and a campus-wide digital signage project. This past
year he was named the Arizona Technology Council’s Higher Education CIO of the Year and the mySCC project was awarded
CIO Magazine’s prestigious CIO 100 award. He and his team have spent countless hours sharing the success of the mySCC
project to literally hundreds of colleges and universities around the country in an effort for the colleges to realize the benefits
of virtualization and their students to gain the type of access that will enable them to be more successful. 
Cheryl Spencer
ASSISTANT PROFESSOR
LEGE, N.Y.
QUEENSBOROUGH COMMUNITY COL
Hospital”
facilitating the opening of the “Virtual
nursing faculty to set up simulation,
the
me
beca
that
p
Spencer was the first member of the
development worksho
developed a comprehensive faculty
in May 2007. As the team leader, she
lation on the acquisition of critical
act
Grant. Her research, “The imp of simu
t
men
elop
Dev
e
kforc
Wor
a
of
on
foundati
on the impact of simulation as an
an associate degree program,” focused
in
lled
enro
ents
stud
ing
nurs
in
thinking skills
simulation in an associate
nally and internationally on the use of
natio
lly,
ona
regi
d
ente
pres
has
She
.
educational tool
tice Initiative), Spencer is
nology into Nursing Education and Prac
Tech
ed
grat
(Inte
P
ITNE
the
of
part
As
to enhance the use of
degree program.
University of New York (CUNY) program
City
this
in
ers”
sform
“tran
r
othe
to
used ePortfolios and
a resource and mentor
tion for Success” CUNY grant, she has
scrip
“Pre
the
of
ber
mem
a
As
n.
catio
that
technology in nursing edu
enthusiasm as a nurse and as a teacher
interactions. Most of all, it is Spencer’s
wikis to enhance student and teacher
students using technology. 
allows her to work creatively with her
2 0 1 1 Y E A R B O O K 35
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Antwan Wilson
Y READINESS
ASSISTANT SUPERINTENDENT, POSTSECONDAR
DENVER PUBLIC SCHOOLS, COLO.
Technology is a means by which ou
r
students can express their creativit
y. This
creativity leads to ingenuity, which
in turn
fuels the 21st century. To deny our stu
dents
avenues to grow in the use of techn
ology as
a part of their learning stunts this cre
ativity
and thus their ingenuity.”
Denver Public
When Wilson became assistant superintendent of
educators to explore
of
ittee
comm
a
of
Schools, he drove the formation
implemented a
then
and
nt,
options to increase student achieveme
program. To date, more than 7,000 students
ery
recov
district-wide, uniform online credit and unit
In three short years, the dropout rate fell from 11
have enrolled in more than 9,000 online courses.
ated, up from 2,800 students just a few years
percent to 6.4 percent. Last year, 3,300 students gradu
90 percent. Wilson also assisted the district
ago. Attendance increased from 83 percent to nearly
l developed to serve students who were on
in launching its first Engagement Center, a mode
y. The Engagement Centers are schools within
the verge of dropping out or had done so alread
nment using digital curriculum along with
the larger high schools that have a blended enviro
le school pilot for math and language arts
classroom teachers. This year, Wilson initiated a midd
below proficient in math and reading. Next year,
using digital curriculum to aid students who are
ger initiative
ams to high school students through an even larger
Antwan plans to expand those same online progr
recovery, unit
credit
,
using digital curriculum for original credit
with the launch of Multiple Pathways Schools (MPS)
l District
Schoo
to implement technology in the Denver Public
recovery and advanced placement. Wilson’s drive
am has
progr
achievement for all students. The online learning
has significantly increased the levels of learning and
as a successful program to be replicated. 
received visibility from the local to national level
Cheryl Capozzoli
Technology is
like oxygen, you
need it if you
want to grow and
thrive in today’s
advancing
information
Digital Age.”
INSTRUCTIONAL TECHNOLOGY SPECIALIST
CAPITAL AREA INTERMEDIATE UNIT
PUBLIC SCHOOL BOARD DIRECTOR, PA.
C
Capozzoli
won a 2010 National School Board Association’s Twenty to
W
Watch Award for being an education leader as well as an advocate for
educational technology initiatives in the K-20 education sector. She has worked locally,
regionally, nationally and internationally. Recently, she was hired to instruct a graduatelevel Education Leadership course at John’s Hopkins University. Capozzoli has also
won the two-year At Large seat for ISTE’s Special Interest Group in Innovative Learning
Technologies. Her free resource website, http://web20guru.wikispaces.com/, has been nominated for many awards
and provides quality digital resources and strategies for effective technology integration to thousands of global
educators and other visitors. Capozzoli’s greatest challenge to implementing technology is the lack of ed tech
awareness and understanding from others: educators, administrators, parents and government officials. She has
overcome this barrier with a commitment to advocacy and free professional development offerings within school
communities. She believes that people must realize that technology is here to stay and it’s vital to student learning
and success. She also promotes the use of social networking in professional and political endeavors. 
36 2 0 1 1 Y E A R B O O K
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Bailey Mitchell
Bring Your Own Technology
(BYOT as we call it) is the
disruptive innovation needed
to move us past worries about
student-owned devices being
used to fuel instruction and
move us to personalized
learning, differentiated
instructional strategies, and
focusing on the learning and
not on the tool. BYOT allows us
to raise the level of technology
use to the transformational
level in which students
become information
producers, not consumers.”
CHIEF TECHNOLOGY AND INFORMATION OFFICER
FORSYTH COUNTY SCHOOLS, GA.
Under Mitchell’s leadership, Forsyth was recently awarded one of 49
prestigious Investing in Innovation (i3) grants. The $4.7 million grant will fund
a transformational system that will help create an individualized learning
environment with learning objects available to students based on learning
styles, preferences and interests. This system eclipses the current paradigm that
results in silos of data, replacing it with a single system extended to include
standards-based learner plans and an instructional management system. In
addition to this, Mitchell led the district to be recognized as an NSBA Salute
District and by the International Society of Technology in Education (ISTE) with
the “Making it Happen” award, an internationally recognized awards program
for educators in the field of educational technology integration in K–12 schools.
Bailey currently serves as chair of the board of directors for the Consortium
of School Networking (CoSN), which works to advance K-12 technology
leadership. Mitchell is a passionate advocate for moving away from traditional
p
print-based materials to digital tools. He recognized
a ensured that Forsyth County Schools had the
and
infrastructure necessary to make it possible for classes
to become a blended environment. Recently, Forsyth
has implemented a highly successful “Bring Your Own
Technology” (BYOT) program. Schools and teachers throughout the district have increased student
access to learning opportunities both in and out of the classroom by encouraging students to
utilize their personal technology devices. This initiative is truly transforming the learning landscape
of classrooms in Forsyth County Schools. 
Look at every day as
a new opportunity to
learn and grow.”
Donna Teuber
TECHNOLOGY INTEGRATION COORDINATOR
RICHLAND SCHOOL DISTRICT TWO, S.C.
and personally to improve education
Teuber has worked both professionally
School District
does. Under her leadership, Richland
through technology in everything she
ed to foster the
e-books in some schools, and has help
implemented the use of e-readers and
information technology.
relationship between academics and
ted about
d is finding ways to get teachers exci
One of the challenges Teuber has face
challenge by
this
e
com
over
r curriculum. She has
integrating new technologies into thei
t the needs of a
mee
to
red
lopment workshops tailo
developing a menu of professional deve
integrate
to
ng
willi
e
ed that educators are mor
diverse group of teachers. She discover
. Because
room
class
and mentor to work with in the
technology when they have a partner
nology
tech
that have been successful incorporating
of this, she has encouraged teachers
be
can
ess
riences with other educators so succ
into the classroom to share their expe
replicated in the classrooms. 
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PAGE
The general
consumerization of
all
technology will be im
portant
to higher education.
As
society embraces th
e use of
a technology, it will
be critical
for education to resp
ond with
useful, timely applic
ation in
teaching and learning
.”
Celeste M. Schwartz, Ph.D.
VICE PRESIDENT FOR INFORMATION TECHNOLOGY
MONTGOMERY C
COUNTY COMMUNITY COLLEGE, PA.
TThe leadership culture at the college is based on informed
d
d
decision-making through data. Senior administrators
kknow that they must accompany all new strategic
initiatives with supporting data. As such, the college
has invested in critical business intelligence systems
that support this need for analytical planning. Over
the course of several years and multiple projects the
IT department, with the leadership of Schwartz, was
able to implement several instruments in support of
this requirement. Enhanced SAN storage systems, data warehouse
h
d
database
b
systems,
Web-based enterprise reporting software, data analytics systems and executive
dashboards were deployed. Additionally, significant end-user training and advocacy
efforts ensured proper implementation. Schwartz knows that systems need to be available when the
customer needs them. As such, the college has increasingly invested in infrastructure that supports this
model. Redundant connectivity paths, highly available server farms and clustered databases have been
implemented in an effort to improve the availability of critical systems. 
Bob Kolvoord
PROFESSOR
JAMES MADISON UNIVERSITY, VA.
ent project where
Kolvoord is the creator of the Geospatial Semester, a unique dual enrollm
use them to explore
students in Virginia high schools learn about geospatial technologies and
r now serves
Semeste
tial
Geospa
The
credit.
college
locally based projects as they also earn
Participating
Virginia.
around
districts
school
hundreds of students every year in 15 different
kes tests and explore projects
high-sta
from
away
move
students have found their senior year revitalized as they
21st-century thinking
building
are
s
student
The
of their own choosing that employ cutting-edge technologies.
build their spatial reasoning skills.
skills through their problem-solving and the technology is also helping them
their locality or region and to
beyond
The global reach of GIS technology also gives students a chance to engage
not traditionally excelled
have
s who
think and analyze globally. This project has had significant impact on student
for themselves. For this work (and
academically and it has engaged those students to imagine different futures
Education Outstanding Faculty
other efforts), Kolvoord was recently honored with a State Council of Higher
ogy use as well as dual enrollment.
Award. This effort is truly innovative in exploring new models for technol
the program, another sign that this
ng
expandi
about
Kolvoord is now starting to get interest from other states
effort has merit. 
38 2 0 1 1 Y E A R B O O K
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Other
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Dr. David Pownell
ASSISTANT PROFESSOR
WASHBURN UNIVERSITY, KAN.
Dr. Pownell leads numerous local, state and national workshops that focus
on innovative teaching,
learning and leading; creates websites focusing on technology leadership
and innovative uses of
technology; works with ISTE and other professional organizations that focus
on innovative uses of the
ISTE standards; and writes publications including articles and books focusing
on technology leadership.
Technology leadership is a 24/7 effort for Dr. Pownell. His students have continu
ously demonstrated
creative uses of technology and a new generation of students has develop
ed enthusiasm for using
technology to transform teaching and learning. School districts who have
employed him as a consultant
have demonstrated innovative forms and styles of technology professional
development — resulting in a culture
of technology-based teaching and learning. Because of Dr. Pownell, teachers
have left his classes with a toolkit for
empowering students in the 21st century. 
Paige Francis
Don’t forget the
basics when it comes
to your network. An
unstable physical layer
infrastructure needs to be
addressed immediately.
Stop the fun stuff – the
add-ons, the mobile apps,
the virtualization. They
will not be successful
without addressing the
physical layer first.”
ASSOCIATE VICE PRESIDENT OF INFORMATION TECHNOLOGY
NORTHWEST ARKANSAS COMMUNITY COLLEGE, ARK.
Francis began leading the Information Technology Department in Spring 2010 after
a ‘worst case scenario’ technical implementation failure. Amid confusion, a failed
upgrade and bad PR, Francis unified the technology team and her collaborative
spirit remedied a decades-old, siloed-communication issue on campus. Under
Francis’ leadership, all network and infrastructure has been replaced/overhauled
with a unified solution; the College Disaster Recovery Plan has been approved
by state auditors and is being maintained quarterly; a grant was pursued and
awarded allowing the previous clunky and cost-prohibitive college portal to be
entirely replaced and upgraded; the college has started to support Mac computers
and employees’ certifications are funded to better serve the college as a whole;
succession planning is active in the department; and a student technology help
desk was created to better serve students. The college website has now been
upgraded and allows users to update their data from anywhere with an Internet
connection; and the college continues to automate processes, replicate data to the
SAN for recovery, carefully utilize the cloud and train staff. Francis believes that the
college is currently ‘watching magic happen’ with the implementation of the Arkansass
Research and Education Optical Network (ARE-ON). This statewide, higher education
d
broadband link gives two-year and four-year colleges the opportunity for unparalleled
collaboration via increased Internet access and bandwidth. 
2 0 1 1 Y E A R B O O K 39
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Most Likely To …
Improve Student Retention
Through BI and CRM Technologies
Indiana State University (ISU) is taking a visionary approach to
improving student retention by using technology to measure
institutional engagement and stimulate student, staff and
faculty participation, and campus connections. Chief Strategy
Officer Karl E. Burgher, Ph.D. P.E. is leading this effort to help
make every student successful by turning insight into action
through the integration of BI (insight) and CRM (action)
technologies within the familiar collaboration tools that users
already use every day across campus. Microsoft is proud to
nominate Dr. Burgher as the most likely to improve student
retention through the use of these technologies.
To achieve success, ISU plans to implement a student success
management solution to combine student activity data (logins, campus card activity, club membership, etc.) with everyday
observations from all stakeholders to accurately measure
student engagement, automatically suggest personalized
connection opportunities and proactively provide student
guidance when applicable. The key to the success of this
approach is a robust suite of technologies and campus-wide
buy-in as staff observations and contributions will be highly
constructive to the overall outcome. Marrying
the quantitative
e, Title, State and Year of SLY Award)
(Left to Right
activity
data: Nam
with the qualitative
observations
of
campus
dent for
Assistance Superinten
Michael Golden (SETDA Emeritus, Formerly
ation) 2005,
professionals
is critical
to
capturing
the
whole
story.
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of
t
ology at the Pennsylvania Departmen
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Office ofwith state institutions
of thealong
DirectorState,
a Williamsis( Execu
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help tthem
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Virginia Depa
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student success. Indiana State’s proactive approach to student
success and retention demonstrates greater commitment
toward educational achievements through innovative
technology solutions. ISU is paving the way for institutions
nationwide to ensure a better future for students.
Engage Students Through
Digital Technologies
Canon is proud to nominate Glen L. Bull as the most likely
to engage students through digital technologies. Bull is a
professor of instructional technology and the Samuel Braley
Gray Professor of Education in the Curry School of Education
at the University of Virginia. He serves as co-director of the
Curry Center for Technology and Teacher Education. He also
serves as editor of the Contemporary Issues in Technology
and Teacher Education (CITE Journal) and director of the
National Technology Leadership Summit (NTLS).
He is a member of the Children’s Engineering Group at
the University of Virginia, working to address the way in
which the STEM disciplines are approached in the nation’s
elementary classrooms. This work centers on digital
fabrication as the mechanism for integrating the STEM
disciplines in an elementary school classroom. Digital
technologies can now translate electronic designs into
physical objects through computer-controlled fabrication
systems such as computer-controlled die cutters and
3-D printers.
The Children’s Engineering Group established the Fab@
School coalition to explore ways in which digital fabrication
can facilitate learning and developmental skills and student
engagement in activities that also map to advanced
learning standards. Current members of the Fab@School
coalition include the University of Virginia, the Cornell
Computational Synthesis Laboratory, the University of North
Texas, Canon, FableVision and the Society for Information
Technology and Teacher Education (SITE).
40 2 0 1 1 Y E A R B O O K
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Editorial
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Other
OK to go
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Most Likely To …
Improve Learning Through
Technology-Enhanced Classrooms
Echo360 is proud to nominate Rich Zera as the most likely to
improve learning through technology-enhanced classrooms.
Zera is currently the chief information officer of the University
of Massachusetts Lowell, a comprehensive doctoral-intensive
university with a national reputation in science, engineering
and technology with over 14,000 students.
In 2010, Zera led the initiative to equip 100 percent of UMass
Lowell’s classrooms with technology to help faculty explain
complex topics to students. Much of Zera’s focus was on
outfitting classrooms with lecture capture in an effort to aid
students with review and exam preparation. Today, Zera can
boast 190 technology-enhanced classrooms, 60 of which are
equipped with lecture capture. Due to his efforts, the lecture
capture implementation has helped to support a $25 million
online continuing education program. He is also keen to
faculty usage. In the Spring 2011 semester, 100 faculty used
the technology and he discovered they were using it not only
for course capture, but to evaluate their own teaching styles.
UMass Lowell is now offering grants to faculty in order to gather
statistical data around the success of the enhanced classrooms.
To date, he can report that 85 courses have been recorded,
including 3,825 hours during the Spring 2011 semester and
45,000 views. Through a student survey, Zera learned that 91
percent of those surveyed felt that lecture capture helped
them learn course material.
Zera recognizes that student success is beneficial not only to
the student, but for the institution and society. Technologyenhanced classrooms aid in student retention and helping the
institution prepare tomorrow’s workforce. To Zera, retention
is key because it is “less expensive to retain a student than
it is to recruit a new one.” Through online course offerings
and technology enhancements, the school has become
more competitive and has experienced cost savings through
innovative uses, including faculty and personnel training.
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2011 Yearbook Clubs
National School Boards Association (NSBA)
The National School Boards Association’s (NSBA) Technology Leadership Network (TLN) serves district leadership
teams by showcasing best practices in the integration of technology to positively impact learning, district operations
and communications with parents and the public. School districts in New Jersey, Kentucky and Virginia were
highlighted through 2010 TLN site visits, and districts in Arizona, Kentucky, Georgia and Illinois took honors as TLN
Salute or Trailblazer districts. Another 20 emerging leaders were added to NSBA’s list of “20 to Watch” educators, a
program established in 2006 to celebrate NSBA’s 20 years of work advancing technology use in K-12 education.
With the conclusion of the 24th and final T+L Conference, the TLN staff is now working to ensure its message about
the important role of leadership and vision in the successful implementation of technology can be heard by a larger
and more diverse audience during NSBA’s annual conference. Nominations for TLN recognition programs and the
annual Digital Districts Survey will be solicited this Fall and announced at a keynote luncheon with David Warlick in
Boston during NSBA’s annual conference.
Staff from NSBA’s legal and advocacy teams ensures TLN districts hear the latest updates on laws and congressional
decisions that may impact their policies and operations. To capitalize on NSBA’s legal expertise, the TLN’s newest event
blends sessions from the Council of School Attorneys Legal Seminar with a traditional site visit, the first to be held
October 12-14, 2011 in New Orleans. To keep up with the latest TLN news and events, visit www.nsba.org/tln.
SETDA
For 2010-11 SETDA has had a tremendous year with two powerful in-person events: the Emerging Technologies
Forum and the Leadership Summit. SETDA also launched the Digital Content Chronicle Blog and the Assess4Ed.
net — an Online Assessment Community of Practice. In addition, SETDA published the SEA ARRA EETT report and
the 2011 National Trends Report and presented at national conferences throughout the year. But the true power
of SETDA is in the members who work together to build resources, solve challenges and grow professionally, as
exemplified in the SETDA Leader of the Year (SLY). Each year, SETDA members select the SLY winner, honoring a
member who exhibits outstanding leadership in educational technology both within SETDA and nationally. In 2010,
Carla Wade from Oregon was honored with the SLY Award. SETDA looks forward to a successful year ahead.
SLY Award Background Information
SETDA established the SLY Award to recognize an active SETDA member, who meets the selection criteria,
who has exhibited outstanding leadership in (1) integrating technology effectively in his/her state to improve
student learning; (2) collaborating with peers through SETDA initiatives thereby affecting positive change for
the organization and its members; and (3) engaging within the broad education and education technology
communities to ensure the effective integration of technology in learning to improve student achievement.
(Left to Right: Name, Title, State and Year of SLY Award)
Michael Golden (SETDA Emeritus, formerly assistant superintendent for Educational
Technology at the Pennsylvania Department of Education); 2005 winner, Brenda
Williams ( executive director of the Office of Technology and Information Systems
in the West Virginia Department of Education); 2003 winner, Rick Gaisford (
educational technology specialist, Utah Department of Education); 2009 winner,
Carla Wade (technology education specialist, Oregon Department of Education);
2010 winner, Melinda Maddox ( director, Technology Initiatives for the Alabama
Department of Education); 2006 winner, Lan Neugent (assistant superintendent of
technology, Virginia Department of Education) 2007 winner
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League for Innovation
The League for Innovation is an international organization
dedicated to catalyzing the community college movement.
One of its primary goals is to increase the impact of its work
across the community college field, ensuring that League
programs, projects and services are identified and designed
to meet community college needs. The League’s strategic
plan lists eight focus areas as priorities: learning; leadership;
student success; technology use; workforce preparation
and development; research and practice; resource
development; and diversity, equity and inclusion. To achieve
its mission, the League hosts conferences and institutes; develops Web resources; conducts research; produces
publications; provides services; and leads projects and initiatives with member colleges, corporate partners and
other agencies. To facilitate sharing of successful strategies and practices in improving and expanding student
learning and success, the League invites community college participation in its conferences and publications.
The League’s two annual conferences have thousands of participants, and more than 4,000 conference sessions
are catalogued in the League’s “Innovation at Your Fingertips” searchable database. League print and digital
publications, written largely by practitioners, focus on successful strategies and practices in student and
organizational learning. For more information please feel free to contact the League at:
The League for Innovation in the Community College
4505 East Chandler Boulevard, #250
Phoenix, AZ 85044
(480) 705-8200
www.league.org
www.facebook.com/leagueforinnovation
http://twitter.com/
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Digital Community
Colleges Survey
T
he Digital Community Colleges Survey, conducted
by the Center for Digital Education and Converge,
documents how community colleges have progressed
in their use of information technology to improve service delivery
and quality of education in post-secondary institutions. The
purpose of the survey is to recognize and showcase community
colleges’ use of technology to provide a high level of service
to their faculty, students and communities. All U.S. community
colleges are invited to participate in the survey.
In the sixth annual 2010 Digital Community Colleges Survey, the
Center for Digital Education selected 19 community colleges that
span the nation as outstanding examples of technology delivery
in higher education.
“Community colleges are a vital component of preparing our
nation’s future workforce for success. As enrollment at these
institutions explodes, the top-rated schools are providing a
blueprint for ensuring students are receiving the best education
possible with their exemplary use of technology,” said Cathilea
Robinett, executive vice president of the Center for Digital
Education. “We commend these schools for their hard work and
congratulate them on their well-deserved recognition.”
For more information on the Digital
Community Colleges Survey, visit
www.centerdigitaled.com/awards/.
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Community colleges are a vital
component of preparing our nation’s
future workforce for success.”
CATHILEA ROBINETT, EXECUTIVE VICE PRESIDENT,
THE CENTER FOR DIGITAL EDUCATION
Winners
With Highest Grades
A+
Catawba Valley Community College
A+
Laramie County Community College
A+
Montgomery County Community College
A+
Northern Virginia Community College
A+
Tompkins Cortland Community College
A
Carl Sandburg College
A
Darton College
A
Delta College
A
Hostos Community College
A
Houston Community College
A
Howard Community College
A
Johnson County Community College
A
Kingsborough Community College
A
Kirtland Community College
A
Mesabi Range Community and Technical College
A
Scottsdale Community College
A
Tidewater Community College
A
Virginia Western Community College
A
Walters State Community College
Photos were taken at the Digital Community Colleges Survey awards
reception held on November 1, 2010, in Lake Buena Vista, Fla.
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Digital School
Districts Survey
T
he Digital School Districts Survey, conducted by the
Center for Digital Education, the National School
Boards Association and Converge, examines how school
boards and their districts are applying information technology
to improve service delivery and quality of education in public
schools. The purpose of the survey is to showcase exemplary
school boards’ and districts’ use of technology to communicate
with students, parents and the community, and to improve
district operations. All U.S. public school districts and school
boards are invited to participate.
All U.S. public school districts were eligible to participate in the
seventh annual 2010 Digital School Districts Survey, and were
placed in three classifications based on size of enrollment. The top
10 rankings reflect those school boards/districts with the fullest
implementation of technology benchmarks in the evolution of
digital education, as represented in their survey answers.
Cathilea Robinett, executive vice president of the Center for Digital
Education, said, “One of the most critical areas of effective school
leadership for America’s school boards today involves the wise use
of technology to provide better communication, support student
learning and track district results. The 2010 survey responses reflect
how boards and districts are embracing digital technologies in
their goals and strategic plans, resulting in improved services, skill
sets and use of digital content in their curriculum and classrooms.”
For more information on the Digital School Districts
Survey, visit www.centerdigitaled.com/awards/.
Photos were taken at the Digital School Districts Survey awards reception held on October 20, 2010, in Phoenix, Ariz.
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One of the most critical areas of
effective school leadership for
America’s school boards today involves
the wise use of technology to provide
better communication, support student
learning and track district results.”
CATHILEA ROBINETT, EXECUTIVE VICE PRESIDENT,
THE CENTER FOR DIGITAL EDUCATION
Top Ten-Ranking
Winners
Large Student Population Category –
More than 15,000 students
1st
2nd
3rd
4th
5th (tie)
5th (tie)
6th
7th
8th
9th (tie)
9th (tie)
10th (tie)
10th (tie)
Clark County School District, Nev.
Prince William County Public Schools, Va.
Frederick County Public Schools, Md.
Cherokee County School District, Ga.
Cleveland County Schools, N.C.
Colorado Springs School District 11, Colo.
Gwinnett County Public Schools, Ga.
Fayette County Schools, Ga.
Las Cruces Public Schools, N.M.
Denton Independent School District, Texas
Loudoun County Public Schools, Va.
Blue Valley School District, Kan.
Richmond County School System, Ga.
Mid-Sized Student Population Category –
2,500 up to 15,000 students
1st
2nd (tie)
2nd (tie)
3rd
4th (tie)
4th (tie)
5th
6th (tie)
6th (tie)
7th
8th
9th (tie)
9th (tie)
10th (tie)
10th (tie)
Howell Township Public Schools, N.J.
Chapel Hill-Carrboro City Schools, N.C.
Oconomowoc Area School District, Wis.
Geneseo Community Unit School District 228, Ill.
Layetteville Public Schools, Ark.
Township High School District 214, Ill.
Lowndes County Schools, Ga.
Andover Unified School District 385, Kan.
Barrow County Schools, Ga.
Jones County Schools, Ga.
Vineland School District, N.J.
Marietta City Schools, Ga.
Roanoke County Public Schools, Va.
Jefferson City Schools, Ga.
Madison County School District, Ky.
Small Student Population Category –
Less than 2,500
,
students
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
Springfield Public Schools, N.J.
Springville-Griffith Institute CSD, N.Y.
Hanson School District, S.D.
Maine Regional School Unit 21
Gooding Joint School District #231, Idaho
Tornillo Independent School District, Texas
North Mason School District, Wash.
Chickamauga City School System, Ga.
Orange City Schools, Ohio
Fremont County School District 24, Wyo.
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Solution Spotlight: Samsung
Congratulations to the Education
Innovators from the Education
Innovated company!
HP
All of us at Samsung appreciate your efforts and share your mission — to
provide excellence in education through the intelligent use of technology.
Discover our full suite of
education solutions to help
bring innovation to your school
at Samsung.com/education.
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CDE11 Yearbook Echo360.ind
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Solution Spotlight: Echo360
SERVING MORE STUDENTS
BY EXTENDING CLASSROOMS ONLINE
Higher education institutions are increasingly caught in a bind:
Trying to serve growing enrollment demand with budgets based
on the lower student counts of previous years. Sound familiar?
It’s not effective to solve this problem just by adding more
sections to a class — even if you had the faculty and the space.
A solution that is both dynamic and cost-effective is
combining blended learning curriculum design with lecture
capture technology. Blended learning delivers courses
through a mix of online and in-class content and participation.
At the heart of this model are instructor lectures — video
recorded and combined with other learning content in
Echo360. Through Echo360’s platform, students can
access course content online and outside the classroom,
at their convenience and across various devices.
Enable student success. Students can enroll in the courses
they need at the right time, increasing their learning outcomes,
satisfaction, retention, and on-time graduation rates.
Improve teaching. Faculty can use technology to
teach more effectively and efficiently, even with larger
®
class sizes. Echo360 products are built with the needs
of instructors in mind, helping them focus on teaching
instead of technology.
Meet enrollment and revenue goals. Your institution
can serve more students, meet revenue goals, and satisfy
diverse learning needs, through both blended learning and
pure distance learning courses. And with the clarity of video
and online content, you’ll maintain high learning levels and
teaching standards.
Implement blended learning at your pace. Install
lecture capture systems based on your budget, staffing,
and space constraints. From one classroom to hundreds,
Echo360 gives you many options for deployment —
and for keeping pace with growth and change in
enrollment demands.
Learn more about scaling your teaching resources.
Download the Center for Digital Education’s issue brief,
Extending the Classroom to More Students in Higher
Education, at www.convergemag.com/lecture-capture-brief.
As a global leader in blended learning and lecture capture solutions, Echo360 helps higher education
institutions keep pace with modern students’ learning needs through products that digitally record and
upload learning content for playback on any device. Built by and for educators, Echo360 offers the only
scalable and reliable solution to record all types of university content from every classroom, office and
learning space. More than 400 colleges and universities in 29 countries use Echo360’s solution.
For more information, visit www.echo360.com.
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Solution Spotlight: RightStar Systems
The best IT strategies to cut education
costs? Think IT Service Management
ducational facilities increasingly look to solutions outside the
box — and the classroom — to stretch ever-dwindling resources
and budgets. Advanced technology can often provide cost-saving
solutions, but where do you best spend those limited dollars?
E
Many businesses have found the answer in IT Service Management
strategies to seamlessly deliver the online and software-based
services their customers expect — and reduce overall IT costs
and related risk.
Unfortunately, the price of entry can be steep. To lower the
barriers, BMC Software provides two cloud-based IT Service
Management offerings that eliminate the need to buy software
or divert staff resources. BMC Elite Partner RightStar Systems
now also customizes those services to educational facilities with
quick and painless implementation to provide similar cost savings
and benefits.
An ITSM Remedy On Demand
At the heart of many IT Service Management strategies lies the
service desk — a central point of contact for handling customer
and user issues, including IT service outages and help requests.
self-service and inventory management abilities. Further support
includes pre-configured ITIL®-based incident, problem, self-service,
change and inventory management processes. The solutions
help schools provide high-quality services to students, faculty and
administration, and cut costs by:
ƒ Eliminating up to half of repetitive incidents with selfservice password resets and access requests
ƒ Minimizing “incidents” escalated to “problems” with a
self-service knowledge base for users and help desk agents
ƒ Reducing risk with advanced scheduling, planned outages
and automated approval processes
ƒ Reducing help desk call costs from $40 each to $1 by
automating repetitive service requests and removing laborintensive processes
ƒ Improving IT staff productivity by 30 percent
ƒ Providing services users want, when they want them, and
tracking related progress through a self-service portal
BMC’s Remedyforce Service Desk (for mid-size entities), and
Remedy OnDemand solutions (for enterprises), provides bestin-class IT Service Management software hosted remotely and
available by subscription. Packages can automate all or part of
the IT support process, and include a cloud-enabled service desk,
In the coming years, economic realities will continue to steer school
districts and colleges towards technology solutions. RightStar’s IT
Service Management implementations help educational facilities
glean savings and efficiencies that can make a real difference.
RightStar Systems | An Elite BMC Software Solution Partner
Education systems thrive when IT runs smarter, faster, and stronger. That’s why the most demanding IT organizations
rely on BMC Software across both distributed and mainframe environments. As an Elite BMC Partner, RightStar provides
consulting, design, and implementation services for BMC Software products. RightStar is a leading provider of ITIL® -based
Service Management solutions for higher education. For more information, please visit www.rightstar.com.
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Solution Spotlight: Canon
Digital Video:
A hands-on approach to enhancing education
T
oday’s push to incorporate advanced technology in schools is often driven by the need
to create efficiencies and cut costs. But fully
engaging students — and extending the learning
experience — is equally important when spending on
IT strategies.
Many educators are excited about two trends: Incorporating emerging devices — smartphones, tablets,
digital readers, and the like — and helping students
gain the most benefit from related digital content, such
as e-books and recorded lectures.
The latest handheld digital cameras can successfully address both needs. A recent white paper by
the Center for Digital Education, “Video for the 21st
Century: Enriching Core Courses and Improving
Student Engagement with Digital Video Production,”
noted that video devices can boost students interest
where it really matters, and help them “learn valuable
21st-century skills.”
To read more real-life stories about students
using digital video, visit www.convergemag
.com/paper/, and download a copy of the
Center for Digital Education’s white paper.
By giving learners a hands-on creative experience
with devices they enjoy — such as a video camera —
students can routinely be more engaged.
Adding another dimension to learning
Current research validates the correlation between
engagement and learning, according to Glen Bull,
co-director of the Center for Technology & Teacher
Education. Bull, a professor of instructional technology
at the University of Virginia, and colleagues, demonstrated that students who created a two-minute video
documentary were “much more engaged” than those
who penned an essay on the same topic.
Many schools report similar results. Intermediate
students in Lake Forest, Calif., for example, re-enacted
adventures of early explorers, such as Lewis and
Clark. The young frontiersmen and women shot and
edited, then uploaded their projects to Google Earth.
Now, they and other Google Earth visitors can view
the videos as connected with specific geographic
locations. Likewise, science classes use timelapse photography to reveal how plants grow and
camcorders to uncover the secret lives of amoebas.
Schools increasingly tap video to enrich learning in
history, math, English and other classes.
To support this device-driven engagement, the Canon
Education Department advises schools on several lines
of cameras that offer stunning HD video and advanced
features for every budget — to help students create
professional results and stay current with other
technology. The PowerShot SX230 HS, for example,
shoots HD video and digital photos. It also has GPS
capabilities to tag images with time and location.
For more details about how Canon
video products can enhance classroom
learning, contact the Canon Education
Department at 800-344-9862 or
canonsales@sedintl.com.
9/19/11 1:02 PM
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Solution Spotlight: Microsoft
Investing in the
Big Picture
W
hich technologies will have been
worth the expense when school
administrators look back several years from
now? Experts often point to systems that centralize student,
teacher and campus management information — and streamline related tasks for greater efÀciency and transparency.
The ability to also intelligently analyze current data from
educational and Ànancial sources can help educators
make more informed decisions — for better outcomes on
all fronts.
Breaking through cost challenges
Many institutions worry about the cost barriers. However, by
adopting a platform that helps schools manage all aspects
of their operations, rather than just a few — everything from
student information and teacher performance, to Ànance,
admissions, enrollment, facilities and physical assets,
procurement, HR, funds and endowments and administration
— schools can gain enormous efÀciencies, cost savings and
quicker ROI.
A proactive plan for the future
Microsoft is committed to helping students receive the quality
education they deserve, despite shrinking school budgets.
Better education at a
more affordable price.
Microsoft Dynamics is a combination of high-performing
ERP and CRM solutions that helps schools manage the
breadth of their operations more insightfully — from
student information to teacher performance, facilities,
Ànances and more. It gives educators and administrators
the tools needed for better measurement and improved
outcomes. In addition to also streamlining and automating
for cost savings, Microsoft Dynamics allows schools to
connect with existing systems and combine data from
multiple sources for a 360-degree view of student progress
and teacher effectiveness.
Microsoft Dynamics ERP and CRM solutions
speed ROI by:
• Implementing systems in shorter timeframes to demonstrate early wins and quicker value.
• Providing greater transparency into budgets to help administrators avoid cost overruns and other expensive surprises.
• Incorporating schools’ existing Microsoft investments,
including Excel, Outlook, SharePoint and SQL Server, to
add ease of use and familiarity for quicker user adoption.
• Helping schools gain more value from existing software
and other non-Microsoft investments.
• Allowing schools to access services via a remotely hosted
cloud service to reduce upfront costs.
Microsoft Dynamics ERP and CRM solutions are delivered by a global network of Microsoft
business partners who specialize in education. These trusted, seasoned providers can tailor
solutions to each school or district and help customers with solution selection, planning and
design, customization and configuration, implementation, training and ongoing support.
To learn more, visit http://www.microsoft.com/education.
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Florida Virtual School
®
an established leader in developing and providing
virtual education solutions to students
In Florida, we are...
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9/26/11 1:02 PM
100 Blue Ravine Road
Folsom, CA 95630
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Solution Spotlight: HP Enterprise Business
Education Unplugged
Giving students the wireless environment they need to succeed
T
oday’s evolving classroom is pulsating with excitement
and creativity, as students increasingly stream video,
tap voice, peruse electronic textbooks and access other
media-rich applications.
But many K-12 schools and school districts are forgoing this
unprecedented opportunity. Older, clunky IT networks often just
can’t muster the Internet bandwidth — or the security required to
safely take advantage of these, and many other vibrant innovations.
To take students further and faster, K-12 wireless local area
network (WLAN) infrastructure must change quickly, industry
analysts say.
“Schools that might have started with a smaller installation of
consumer-grade wireless access points now need ubiquitous,
intelligent access,” says Robit Mehra, director of Enterprise
Communications Infrastructure at technology research firm IDC.
That means installing a WLAN that can manage hundreds or thousands of users across multiple campuses, he says.
Once K-12 schools do transition to a more modern, robust online
environment, the benefits to students, teachers and administrators can be enormous. For example, campuses can add smart
classrooms, one-to-one laptop programs and smartphone access,
while also protecting student records and other crucial data.
Students deserve the access to technology and multi-media
that excites them about the learning experience. HP can help
K-12 districts and campuses succeed with the next-generation
Internet platform.
Taking WLAN to the next level
HP is dedicated to giving students the next-generation WLAN platform
they need to succeed. In addition to vast performance improvements,
the HP FlexNetwork optimizes WLAN architecture, streamlines related
management and reaps energy savings to reduce total cost of ownership by 66 percent over older generation networks, with:
Unique design – Tap system of powerful access points,
controllers, management and security to increase capacity and
throughput, and improve security, scalability and performance.
More efficiently traffic routing – Direct students, teachers
and other online users automatically to the less-congested
5 GHz band for better performance. Also segregates crucial
and non-crucial user traffic for increase throughput.
Unparalleled ease of management – Control everything
from a single computer console to streamline operations, while
freeing IT staff to handle other pressing tasks.
Advanced security – Protect against network intruders,
related identity theft and stolen records. Dedicated sensors
scan all radio frequency channels 24/7 and can automatically
mitigate potential threats.
HP is the largest IT company in the world, with a complete portfolio of products ranging from networking
to servers, storage, printers, and laptop and desktop PCs.
Contact an HP representative at (877) 258-6436 for more information.
CDE_11_Yearbook_HP.indd 1
10/4/11 2:59 PM
100 Blue Ravine Road
Folsom, CA 95630
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SPONSORED BY:
®
The Center for Digital Education is a national research and advisory institute specializing in K-12 and higher education technology
trends, policy and funding. Along with its research services, CDE issues white papers and conducts the annual Digital School Districts
and Digital Community Colleges surveys and award programs as well as hosting events across the K-12 and higher education arena.
CDE also supports the Converge media platform comprised of the quarterly themed Converge Special Reports, Converge Online, and
custom publishing services.
10/4/11 2:59 PM
100 Blue Ravine Road
Folsom, CA 95630
Designer
Creative Dir.
Editorial
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Other
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A division of e.Republic | Smart Media for Public Sector Innovation
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100 Blue Ravine Road
Folsom, CA 95630
Designer
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Other
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916-932-1300
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