IT - Not Your Father's "Instructional Technology"

Back in the 1982-1983 school year I spent a pretty good amount of time as an assistant to a research project through the Laboratory for Comparative Human Cognition in the Communication Department of the University of California, San Diego.

Apple II Computer

Back in those days "Instructional Technology" was a term used to describe computer-based learning. The research project was predominantly focused on trying to determine the educational value and efficacy of "drill and practice" software on Apple II computers.

Looking back at some of the research from that time it's surprising to me how similar the work was compared to what we do with technology in education today.

Today, the term "IT" means something quite different as the "instructional" part of the phrase has been replaced with "educational."

The reason for this change is directly connected to the phrase "Information Superhighway" which came a few years after my time at LCHC and referred to the Internet and the astronomic growth of electronic information. Today IT refers to the availability of this vast and growing amount of information. IT staff provide support for the access to, and the use of, this information.

Jason Clarke

In schools, businesses, and governments IT staff serve a crucial role in building, managing, troubleshooting, and yes even providing instruction on the use of a wide range of information technologies.

At San Domenico School a big part of the Technology Department is the IT staff that are such a vital part of the day to day operation as well as the educational program of the school.

We don't just provide our staff with computers, iPads, printers, media, and broadband wired and wireless network connectivity and then ask them to use it and fix it if it breaks or no longer meets their needs.

To use the classic metaphor, we need to keep the trains running. More importantly, we need to make sure people know how to run the trains, that they have the best possible trains available for the tracks they are driving on, and we need to assist them in determining if the tracks and trains they are using are the right ones to support the educational mission of our school.

Meet our IT staff. These are the people who help us keep the trains running.

Jason Clarke is our Technology Systems Manager. Jason is originally from New York but his family moved to California where he graduated from Tamalpais High School with letters in two sports. He studied Information Technology at the Lincoln Technical Institute and has held technology management positions at MySpace, FOX, and Rubicon. Jason is in his fourth year at San Domenico School where he manages the day to day operations of the IT systems and staff and helps with youth sports including serving as an assistant coach for the flag football program.

Robert Valdivia and Alec Barnhardt

Alec Barnhardt is Technology Support Specialist serving his second year at San Domenico School. Alec spent one summer as a camp counselor and four years as an assistant teacher and technology and IT support coordinator for the British International School in New York. In 2002 he was an 8th grade basketball coach in the Bolinas-Stinson School District. In 2003 Alec worked as an educational tutor for students with learning differences in the Bolinas-Stinson School District. Alec holds certifications as an Emergency Medical Technician and as an ambulance driver.

Robert Valdivia is Technology Support Specialist at San Domenico School. Robert joined the Technology Department in the spring of 2013. Robert is originally from Lima, Peru. His family immigrated to California when he was just two years old. After attending Gallinas (now Venetia Valley) Elementary, Davidson Middle, and Terra Linda High School, Robert moved to Hollywood and graduated from the Musician's Institute where he studied vocal performance. He also studied sound design at the Ex'pression College for Digital Arts. Robert has worked in corporate IT and spent two years working at the Corte Madera Apple Store where he earned several certifications in Apple hardware and software products.

San Domenico School is at the forefront of educational technology use in schools. Being one to one with iPads in grades 3 - 12 requires a strong team of IT professionals to help support the hundreds of users integrating these educational tools every day. Here's to Jason, Alec, and Robert! Thanks for keeping the trains on time, for making sure we have the best available tools, and for all you do to help us grow and use these powerful educational resources throughout the school.

Brad Lakritz
Director of Educational Technology

The Promise of Technology - HyperCard Was It or, Was It?

In 1945 Vannevar Bush, wrote As We May Think in the Atlantic Monthly. In the introduction to this groundbreaking article the editor explains Bush's thesis:

"instruments are at hand which, if properly developed, will give man access to and command over the inherited knowledge of the ages."

45 years later, Apple Computer, Inc. published Learning With Interactive Multimedia: Developing and Using Multimedia Tools in Education (Microsoft Press). Edited by Sueann Ambron and Kristina Hooper, this compilation promised to explore the ways in which "interactive multimedia gives us an opportunity to learn in new, more dynamic, and more exiting ways." In fact, said Ambron and Hooper, "We hope this book contributes to making that happen."

In those hopeful days for technology in education (years before the introduction of Netscape Navigator and the world wide web) teachers were most excited about Apple's HyperCard software. This new software allowed them to easily and quickly collect, collate, and deliver vast amounts of information for their students. In addition, teachers could create "interactive links" between the "cards' in their HyperCard "stacks" allowing students to explore random connections between related information.

With their $14 million purchase of the Silicon Valley company Forethought (makers of the Macintosh-based software called PowerPoint) Microsoft Corp. signaled it's own interest in digital interactive publishing.

At about the same time Tim Berners-Lee came up with idea of interactive, hyperlinked pages on something that would later be called the Internet.

While Microsoft was interested in helping businesses use PowerPoint to grow their profits and Apple envisioned digital publishing for educators and by students, Berners-Lee believed this information and creative interactive capabilities should be available to anyone anywhere in the world.

In their chapter from Learning With Interactive Multimedia,  "HyperCard: A New Deal in the Classroom," Lowell High School librarian Robert Campbell and english teacher Patricia Hanlon predict the future for technology in the classroom:

It is likely that it will be as easy to create materials that combine text, video, and audio as it is to do word processing today. We will be able to record and retrieve events from wherever we are: in the library, in the classroom, in the office, or at home. An audio interface with the computer will be commonplace, and software advances should be able to provide us with our own personalized intelligent agent who maintains our "electronic household" for us. Video via telephone will be commonplace. Television sets will be thin, wall size, of extremely high definition, and will contain a built-in computer.

23 years later the confluence of ideas that helped create hypermedia and the world wide web echo back to us as the San Domenico School enters our third year of a one to one iPad learning program.

Today education doesn't look exactly like Vannevar Bush's dream of information access or Campbell and Hanlon's view of the modern classroom. But at San Domenico School most of these ideas are in action every day.

Whether it be biology students taking pictures in the garden to document recycling in nature, middle school students making movies to document their science labs, or students in a religion class creating e-Books, San Domenico School students and teachers are using their iPad tablets to gather their information from a wide range of media sources. They use modern "cloud-based" tools to store and collate their data and the latest software "apps" to produce the interactive materials necessary to complete the assignments at hand.

In "HyperCard: A New Deal in the Classroom" Campbell and Hanlon try to answer the question of whether it's worth all the effort to integrate this new interactive technology in their classrooms:

To say that teaching with interactive media helps illustrate and dramatize things is both obvious and an understatement. It seems to inject a sense of immediacy and reality in a subject that is evident in the way students regard what they are studying. Rather than telling students that a subject is relevant or significant, we have a way of helping them to discover that for themselves. And in addition to the vividness and impact that learning in this way can have, it is also more effective and precise. Students more quickly grasp the issues and possibilities, and they find information more efficiently. When they find facts or helpful interpretations, or if they gain some insights, they have a powerful way to share them.

Teachers are quick to explore new technology because they know it will engage their students in learning and provide them with access to the information in a way Vannevar Bush imagined some 68 years ago.  Schools that embrace and support one to one programs will provide this deep learning environment for their students. This is no educational dream for San Domenico School students and teachers. We are creating this reality every day.

Brad Lakritz

Director of Technology