Announcements
SREB COVID-19 Response and Resources
SREB is dedicated to supporting educators and policy leaders as they work through challenges unfolding from the coronavirus pandemic. During this time of uncertainty, we are convening leaders to help them develop strategies, find solutions and share ideas and resources. Each section — Higher Education Recovery Task Force, K-12 Education Recovery Task Force, K-12 Resources, Postsecondary Resources, CTE Resources, and State Actions — contains information to help SREB states navigate issues that have developed as a result of the pandemic.
Data Systems
3 Things Schools Need in a Data Management System
eCampus News, September 24, 2020, Sean Derrington
As the demand for real-time access to information grows amid new digital learning environments, the amount of data generated for classes and assessments grows, too. Because of this massive influx of data, education institutions should consider modern data management systems that have the following characteristics:
- Easy to use – Data storage solutions that are easy to use can deliver significant cost efficiencies while increasing productivity.
- Strong and secure – Ransomware attacks are more prevalent than ever. With secure data solutions, like storage snapshots, data is protected and can be restored immediately without effort.
- Future-proof – Storage solutions that start at terabytes and can easily scale up as needed “will allow schools to add any number of drives, anytime cost-effectively, and in any granularity to meet the storage requirements of teachers, students, researchers, and other constituents.”
Integrated Data Systems and Predictive Analytics in Higher Education
SREB, June 2020
This policy brief explores up-to-date information on how data systems and predictive analytics work in tandem to provide institutes of higher education the data necessary to map the future. Using aligned data systems and data definitions, higher education entities can make better decisions and gain substantial returns on investments.
Data Privacy
New Guide Aims to Help Schools Navigate Privacy Concerns for Students with Disabilities
Education Dive, August 5, 2020, Roger Riddell
The Future of Privacy Forum and National Center for Learning Disabilities recently released "Student Privacy and Special Education: An Educator’s Guide During and After COVID-19.” The guide aims to help educators across the country with privacy concerns that impact students with disabilities and special education during remote learning. “Topics covered in the guide include: the use of videoconferencing tools with students; how to know if a particular platform is compliant with privacy laws; whether a student’s family members and parents can be present during a live virtual class; whether a live virtual class can be recorded for students to view later; and if teletherapy or one-on-one services can be provided to students via video conferencing.”
Online Proctoring Keeps Remote Exams Secure but Raises Privacy Questions
eCampus News, September 4, 2020, Dennis Pierce
While many online campuses have been accustomed to using online proctoring of exams and assessments, many students, new to the practice as a result of COVID-19, are concerned about their privacy. Many students report having little to no issues with online proctoring; others do not feel comfortable with the technology. “Critics say there is a difference between being watched when you’re in a neutral facility and being watched in your own home.” Online proctoring companies are working to assure students that their privacy is not being violated.
Bandwidth
Districts: Here's How to Get Some Help With the E-Rate
EdWeek, October 6, 2020, Alyson Klein
The State Educational Technology Directors Association is launching a training service called “E-Rate Training: Ask the State Experts.” The 90-minute online training sessions will help districts, schools and libraries with applications and the implementation of the E-rate programs so that these entities can get the most from their E-rate funds. The trainings will be held monthly through April 2021.
States Invest in Datacasting to Bridge the K-12 Digital Divide
Education Dive, September 28, 2020, Naaz Modan
Data broadcasting bypasses the need for cell phone networks or internet service providers and, instead, “uses television broadcast signals to distribute information to any device that is wireless enabled, like a smartphone, tablet or Chromebook.” While this technology has been used for years in the public safety sector, it is now being piloted in South Carolina to connect rural students with a more reliable internet source for remote learning. SCETV has partnered with several school districts in South Carolina and hopes to serve up to 5,000 students during its first year.
Tech Struggles During COVID-19 Hurting Students' Ability to Learn, Educators Say
EdWeek, September 24, 2020, Alyson Klein
Educators across the country are concerned that unequal access to high-speed internet is negatively affecting student learning. According to the RAND Corporation report “The Digital Divide and COVID-19,” 31% of teachers said they had problems providing remote instruction. Additionally, 20% of teachers said they had problems with technology, including students' lack of access to internet, devices, or students' and families' issues with using technology.
Emerging Technology
The University of Arizona Builds Revolutionary Quantum Networking Tech
EdTech Magazine, August 31, 2020, Amelia Pang
The University of Arizona College of Optical Sciences has received a $26 million grant from the National Science Foundation that will span five years. The goal of the project is to develop quantum networking technologies that are not yet possible with the internet of today. “The technologies are expected to transform medicine, finance, data security, artificial intelligence, autonomous systems and smart devices.”
Virtual Reality is a Natural Next Step in Remote Learning
eCampus News, September 24, 2020, Ennin Huang
As campuses around the country are still dealing with the COVID-19 pandemic, educators are looking to support their students in new and innovative ways. Virtual reality (VR) and augmented reality (AR) technologies shift student learning from passive to interactive. “Learning by experience leads to better understanding, enhances knowledge recall, and strengthens retention. Immersive and interactive experiences stimulate students’ motivation and increase their engagement level, which are fundamental factors for achieving learning goals.”
Student Digital Literacy
5 Myths About Teaching Technology Skills to 21st-Century Students
eSchool News, October 9, 2020, The Equip Team
The authors have listed five myths that have been attributed to 21
st century learners but may not be true. First, while students of this generation are considered digital natives, it is still important to know “why, when, and how technology should be used.” Second, many technology applications can be manipulated through swipe motion or thumb typing. Swiping, however, is not a replacement for typing and students who cannot communicate or produce projects through typing are typically at a disadvantage compared to those who can type. Third, schoolyard bullying has transformed during the digital age. Instead of short-lived insults, “words shared online can be amplified thousands of times over, hurtful messages can be anonymously posted, and content on the internet can have a life extending weeks, months, or indefinitely.” Next, 21
st century students still need to be taught how to distinguish credible information found on the internet versus unreliable information. Finally, in the past many considered coding to be for computer science careers. For 21
st century learners, coding and computational thinking can be beneficial in a variety of disciplines and will be necessary for career readiness.
Technology Security
Why Purple Teams Matter for Higher Ed Cybersecurity
EdTech Magazine, October 12, 2020, Adam Stone
Mirroring military exercises, IT teams often implement a "red team, blue team" training model where the red team is the aggressor and the blue team is the defender. In this article, the author highlights the need for purple teams that work together to defend their digital assets. “The purple team can build on that awareness, showing defenders not just where to remediate but also why and how the vulnerability appeared in the first place.”
Why Higher Ed Should Prepare for Uncommon Malware Attacks
EdTech Magazine, August 26, 2020, Doug Bonderud
As data security becomes more important than ever, IT teams should keep up with lesser known malware attacks. Most IT teams have common threats on their radar, like phishing attacks and ransomware attacks. Lesser known threats, from “steganography attacks — where hackers embed malicious code into seemingly innocuous images — to pandemic-themed profiteering efforts,” may be uncommon but are just as dangerous if not more so. Vince Kellen, CIO for the University of California San Diego, offers the following strategies to prevent advanced phishing and steganography attacks.
- Use shared threat intelligence to stay up-to-date with steganographic and other emerging threats. Share threat intelligence with your peers.
- Block known steganographic and fake COVID-themed message traffic.
- Observe and test for suspected phishing and steganographically obscured malware.
- Inspect applications and other code that might conceal malicious content.
- Expedite and prioritize vulnerability patches, updates and policy controls.
Digital Accessibility
How to Adapt Special Education to the Remote-Learning Reality
Disability Scoop, September 8, 2020, Faith Pinho
This fall’s new round of remote learning has forced special education students to adapt to different learning environments yet again. Educators, parents and service providers offer the following advice to help manage remote learning for students with disabilities: know your rights; adjust expectations; allow social time; get involved; keep a schedule; and give your kids credit.
