Leveraging the Success of One to One Mobile Computing Emerge Summit 2010 Wolf Creek Public Schools

1. Leveraging the Success of One to One Mobile Computing Emerge Summit 2010 Wolf Creek Public Schools www.wolfcreek.ab.ca

2. Welcome • Who Are We? • Greg Esteves, Project Lead Teacher • gesteves@wolfcreek.ab.ca – EcoleSecondaire Lacombe Composite High School • Chris Sluggett, Network Analyst • csluggett@wolfcreek.ab.ca – Wolf Creek Technology Services Team • Mark McWhinnie, Director of Technology Integration • mmcwhinnie@wolfcreek.ab.ca – Wolf Creek Technology Services Team T E A M

3. Background on 1:1 Project (2007-2010) • Who Was Involved? • Involved Two Rural Schools – Bluffton & Crestomere • Focused on: • critical thinking • problem solving • communication skills • ICT literacy • Results have created a number of best practices we are sharing with other schools when using laptops with students • Both schools are pursuing the use of laptops next year to varying degrees.

4. Background on 1:1 Project (2007-2010) • When We Look Back…. • Critical components for success include: • Planning prior to laptops arriving • Communication of expectations with stakeholders • PD with teachers to assist them in understanding the need for pedagogical change • Challenges of this project included: • Sustainability • Technician support • Care and feeding details How could we leverage the success from the 1:1 Emerge project to all schools in our division?

5. One to One Project – Year 3 Reflections • Add 1:1 Video Here

6. The Beginning of SSDZ (2009-2010) • StudentStaffDevice Zone • Envisioned to address sustainability of the learning opportunities that the 1:1 project provided • Addressed the technical support issues • Provided equitable access across our division • Embraced the 21stCentury Learning opportunities for students/staff to engage in • Project Similarities to 1:1 included: • Focus Group Planning Approach • Specific Pilot Site • Lead Teacher Release Time • Pedagogical Focus – SS & Humanities How could we move forward and still protect the core assets of Wolf Creek’s technical infrastructure while providing equitable access?

7. The Pedagogical Design of SSDZ (2009-2010) • With release time provided by WCPS my function is to support the process of establishing a ubiquitous access wireless environment by: • Serving as liaison between my school and Tech. Services • Troubleshooting and training for staff and students • Communicating with parents • Assist in the creation of foundation documents such as acceptable use policies, letters to parents, etc. http://limedesign.lv/content_graphics/user_file/techsupport.jpg

8. The Pedagogical Design of SSDZ (2009-2010) Flattening the Implementation Dip All successful schools experience “implementation dips” as they move forward (Fullan, 2001). The implementation dip is literally a dip in performance and confidence as one encounters an innovation that requires new skills and understandings. Leaders who understand the implementation dip know that people are experiencing two kinds of problems when they are in the dip—the social psychological fear of change, and the lack of technical know how or skills to make the change work (Fullan, 2001) .

9. The Pedagogical Design of SSDZ (2009-2010) Why did we choose Social Studies? • Curriculum is “issues based” and “skills focused”. • Designed with the 21st century learner and citizen in mind. • Requires the sophisticated use of technology in order to meet its skill outcomes. • The curriculum which requires technology access “as needed” as opposed to “as scheduled”. • Students are encouraged and required to engage with multiple perspectives, multiple expert (and otherwise) points of view, current affairs, multiple sources of information, etc. on a daily basis Focus: Social Studies/ Humanities Department

10. The Pedagogical Design of SSDZ (2009-2010) • What Do Our Staff Members Need? • Majority of the staff I am working with are what Marc Prensky would call “digital immigrants”. • Avoiders, Reluctant Adopters, and Eager Adopters • Staff in LCHS’ Social Studies Department have the basic skills and attitudes necessary to embrace this level of change to their teaching and learning practices but they need support with issues and concerns around effective digital citizenship.

11. The Pedagogical Design of SSDZ (2009-2010) What Does Our Parent Community Need? • Similar needs to our staff regarding digital citizenship coaching • Equity of access • Fear of change to their child’s education • Lack of understanding about the potential role / use of the technology • Fears about over or inappropriate use of technology

12. The Pedagogical Design of SSDZ (2009-2010) What Do Our Students Need? • Digital natives but not all are eager adopters • Many still unaware of issues such as: • Digital footprints; • Digital safety and security; • Law enforcement increasingly turning to internet service providers in locating “people of interest”; • Employers and post secondary institutes researching social networking in the hiring, competition, or scholarship process.

13. The Pedagogical Design of SSDZ (2009-2010) Evidence of Change in Action at LCHS • 8/10 teachers in our department are using either wikis, blogs, or social networking sites (such as Ning) in their teaching on a daily basis. • 4 of our teachers are experimenting with ways to make portable devices such as smart phones and iPods useful in meeting learning goals. • Our department has a wiki site where we post collaborative and common lesson ideas and assessment items. • 4 teachers are regular users of Twitter as a professional learning network. • All teachers in the department have expressed a desire to have a stable and secure wireless environment where students can bring in their own devices.

14. The Design of SSDZ (2009-2010) • Network Access Control • Focused on allowing student/staff owned devices to access our network while maintaining network integrity and providing the same access as managed devices • Key Design Objectives: • Same access for wired and wireless connections • Pervasive access • Equitable access (loaner laptops) • Support Smart devices (iPhone, iTouch, Blackberry) • Connections needed to connect without • - negatively impacting our network with viruses or other malware • - overstressing the network with inappropriate software such as Limewire • - allowing users to interact with other users in guest access area • Connections needed to: • - allow full access to all network services including printers and file servers • - limit access to authenticated users • - ensure expedient login/access • - provide schools with control over who is allowed network access • - be scalable over the entire district

15. Year One of SSDZ (2009-2010) • What We Found Out So Far: • Incredibly complex - multiple devices and operating systems (XP, Vista, Win7, Mac, iPhone, iTouch, Blackberry, Droid…etc), multiple ways to connect and a need for minimal login/connection times • Focus of Year One: • Ensuring understanding of pedagogyand curriculum changes, Web 2.0 tools and aspects of digital citizenship • Pilot school spent year one developing understanding around protocol and structure to provide parents and students with information, responses to FAQ’s, and expectations • Building the technical infrastructure to support our identified objectives • Working with a small group of students to first bring their own devices to school, followed by an entire class, followed by a entire department, extending to an entire school

16. Technical Design of SSDZ (2009-2010) • Multiple Ways to Connect: • WC Secure • Configured for Wolf Creek domain laptops • WC SSDZ • Student/Staff devices preconfigured • WC Guest • Captive Portal • WC Presenter • Only available when needed

17. Connecting to WC-SSDZ Internet Access Only 1 Device/User connects to the SSID and is asked to authenticate. OAW requests authentication based on SSID 802.1x settings Client PC passes credentials to OAW controller RADIUS server performs lookup against LDAP and assigns a Network Policy based on LDAP credentials. The Network Policy determines which type of authentication needs to be used. CGS passes credentials to RADIUS server CGS 2 4 RADIUS • Vendor attributes in our case are SSDZ-restricted and SSDZ-production. CGS looks at both attributes, but passes only SSDZ-restricted back to OAW controller 4 3 LDAP OAW passes credentials to CGS, which acts as a proxy RADIUS server OAW Switch 5 • OAW controller places the client into the SSDZ-restricted role based on the attribute passed by CGS Wolfnet While passing HIC… AOS provides role-based access to Wolfnet 6 To move to SSDZ Production role with full access to network resources, a further authentication is necessary • While in the SSDZ-restricted role, client PC obtains a normal Data VLAN IP address, but is limited in his access to Internet access only. The user is unable to interact with any other user on the network. A NAT pool on the controller NATs the IP address to a GuestVLAN IP address, and policy based routing rules direct this traffic directly to the firewall as its default gateway 6 Remediation While failing HIC… AOS limits access to remediation server(s). User can choose to remediate and reconnect.

18. Full Access to SSDZ Production • All Users are provided with access to the Cyber Gatekeeper Agent via the Wolf Creek website: • www.wolfcreek.ab.ca/cgkagent • This agent can be self installed by the user on the client laptop. • After installation, a pre-scan audit can be performed by the user prior to connecting to the SSDZ production network to determine if their laptop will pass audit conditions. User is provided with information on restrictions and remediation can happen prior to attempting a connection at school. • After a successful pre-scan audit, the user is given a confirmation and further information: • www.wolfcreek.ab.ca/cgkconfirm • Once the user attempts connection and the agent completes an audit there are two possible outcomes. • If client laptop fails the audit, no access is given to SSDZ production. • If client laptop passes the audit, CGS sends the SSDZ-production attribute to the controller, which then changes the client laptop’s role to SSDZ-production. • Once in SSDZ-production role, client PC is a regular network citizen and has access to full network resources such as printers and server shares. • The CGK agent constantly monitors the client PC through connection with the agent to determine if the PC is remaining in compliance.

21. Full Access to SSDZ Production

22. Year Two of SSDZ (2010-2011) • Preparation for Year Two and beyond: • Increasing the number of wireless access points and associated wiring,starting at the pilot school and then throughout all school facilities to allow for increased coverage and reliability • Working with schools that want to allow student owned devices on necessary prerequisites such as: • responsible use • logistics • pedagogical changes • digital citizenship • communication with stakeholders • High degree of interest from other schools, parents, school based administrator awareness and teachers.

23. Wolf Creek Public Schools Contact Information www.wolfcreek.ab.ca Mark McWhinnie – mmcwhinnie@wolfcreek.ab.ca Chris Sluggett– csluggett@wolfcreek.ab.ca Greg Esteves– gesteves@wolfcreek.ab.ca • http://humanities20-1.ning.com/ • http://lchssocialstudiesdepartment.wikispaces.com/ • http://lchsprofessionallearningspaces.wikispaces.com/ Questions ???