# data[].attributes.body
I second Sean's comment, too! (About z-drive documents moving to Google drive)

# data[].attributes.body
Thanks to Jeff for providing this link: https://chrome.google.com/webstore/detail/send-to-onenote/aokbjibjnekbfdjilfpoknnokaffoinp?hl=en

# data[].attributes.body
I completely agree that iPads don't always meet the needs of our 7th and 8th Grade students. We will take a look again with the teachers in August to see if it would be good timing to provide Chromebooks as part of our September tech order (arriving December).

# data[].attributes.body
Carrie

# data[].attributes.headline
Carrie here-  I do have to admit that I would love for the grades 7 and 8 to switch to chrome books.  It is such an issue in class not to be able to transfer info from devices; not to have proper keyboards.  I do not use the ipads effectively in classes and find them frustrating for academic integration.

# data[].attributes.subject
Carrie here-  I do have to admit that I would love for the grades 7 and 8 to switch to chrome books.  It is such an issue in class not to be able to transfer info from devices; not to have proper keyboards.  I do not use the ipads effectively in classes and find them frustrating for academic integration.

# data[].attributes.headline
Roll-out timing: Questions we still need to answer in a comprehensive / systematic way

# data[].attributes.subject
Roll-out timing: Questions we still need to answer in a comprehensive / systematic way

# data[].attributes.body
1) Do we have equivalent applications for Chromebooks that will work as well (or better) than the iPad apps teachers are  currently using (non cloud based)?
2) How will the photography/videography and image editing and video production capabilities of the iPads be duplicated on the Chromebooks?
3) How will our network infrastructure need to be adapted for a large number of new devices?
4) How will we manage the printing queue for the Chromebooks (the iPads printed directly - which is not ideal)?

# data[].attributes.headline
Feel free to move the windows around to make the comments fit nicely

# data[].attributes.subject
Feel free to move the windows around to make the comments fit nicely

# data[].attributes.body
One of the key projects next year is to develop a K-12 technology scope and sequence. The thinking is that this will be skill based. This is part of a school-wide and secondary goal, and will be a collaboration. Certainly, keyboarding will be built into that document. Speak with Evan about how keyboarding is integrated in the elementary currently. I don't know the details, but they use some typing software we just purchased this year.

# data[].attributes.body
Are students going to be taught these or are they just going to perfect the two finger typing method most, if not all, are doing now?

# data[].attributes.body
I know that digital exams are in the pipeline for the DP, and as much as I am definitely for the integration of technology, I am concerned about the amount of students that will get used to doing the vast majority of their work digitally but then have to sit assessments on paper. Joyce

# data[].attributes.body
This is a known issue inherent in using two systems. It will work as expected after June 8th.

# data[].attributes.body
I'm a big Google fan and prefer never to use Outlook, but I have experienced a glitch in Gmail.  When I try to send to groups the emails often bounce back.  Because of that glitch I always send group email (e.g. Grade 3 Parents) through Outlook.  Is this a common problem? If so is there a way to address it before the switch?

# data[].attributes.body
There was no mention of upgrading to a modern version of Windows.  Is this still being considered?  If so, will it include Teacher laptops?  Can it include the laptops in the Design cart?

Hi Rick. Since you're in the tech committee we can talk about this. - Adam

# data[].attributes.body
Will discuss with tech committee

# data[].attributes.body
Yes, great move to change to Google. Thank you.

# data[].attributes.body
The learning curve for Chromebooks is exactly zero, since all students, whether they are using laptops, desktops, or iPads, are already working primarily in the Chrome browser

# data[].attributes.body
I also think it would be easier not harder for teachers in middle school to teach to just one device. I would prefer Chrome books to all instead of just having it for grade 6 and then have to adjust back to Ipads for grade 7 and 8. The students would probably learn whatever is new to them very quickly.

# data[].attributes.body
The preferences for elementary came from elementary teachers. iPads remain
well-suited for G3 and lower. Our original idea was Chromebooks G4-G8. However, it was thought that this might be too abrupt a transition from the iPad program in the middle school. We were looking out for teachers. G9 to G12 need more power than iPads or Chromebooks provide. I'll take a survey of middle school teachers on behalf of the tech committee to get a better sense of the timing of this move.

# data[].attributes.headline
You write of chromebooks:  they have a breater number of useful application for middle school."  Then why are they going predominately to upper elementary? 

# data[].attributes.subject
You write of chromebooks:  they have a breater number of useful application for middle school."  Then why are they going predominately to upper elementary? 

# data[].attributes.body
Why not introduce Chromebooks throughout?
I mean teachers, students (all grade levels).

# data[].attributes.headline
RESPONSE: Let's check the demand / comfort level in August. There may be a possibility to order class sets for G7 and G8 in the September tech order.

# data[].attributes.subject
RESPONSE: Let's check the demand / comfort level in August. There may be a possibility to order class sets for G7 and G8 in the September tech order.

# data[].attributes.headline
As a grade 8 teacher I'm disappointed my students will not have chrome books next year, especially if I heard Adam correctly when he said we can afford it.  The Ipads can be very limiting for students.  

# data[].attributes.subject
As a grade 8 teacher I'm disappointed my students will not have chrome books next year, especially if I heard Adam correctly when he said we can afford it.  The Ipads can be very limiting for students.  

# data[].attributes.body
I think this roll-out will create the odd situation of 4th graders having laptops that are more appropriate for middle school, and 8th graders having iPads that are more appropriate for elementary.

# data[].attributes.body
Of course. This is just to get people going before the summer.

# data[].attributes.body
I am okay with thefundamentals but would like more advanced sessions at a later date

# data[].attributes.body
Definitely a good start to consolidating the platforms. Next: Using Drive to store files currently on z-drive?

# data[].attributes.body
1. http://www.coolheadtech.com/blog/5-benefits-of-chromebooks-in-education

2. https://thejournal.com/articles/2015/04/14/3-reasons-chromebooks-are-shining-in-education.aspx

3. http://www.edtechmagazine.com/k12/article/2013/10/5-reasons-chromebooks-make-sense-schools

# data[].attributes.body
Grades 4 and 6 are transitional years with technology, and seem to be the logical grade levels to introduce the Chromebooks. While Grade 7 and 8 will continue with the iPad 1:1 program for SY17/18, we will provide sample Chromebooks to key students and teachers in those grades beginning August 2017 and engage in collaborative meetings to develop the uses / benefits of these devices during the pilot year. It is the expectation that within two years TIS will move from iPads to Chromebooks in upper elementary and middle school.

# data[].attributes.body
Chromebooks have the following advantages over iPads for upper elementary and middle school:

very fast, even in a low bandwidth environment

larger screen size, but very light weight

multitasking ease

keyboard / trackpad interface (in addition to a touch-screen)

greater number of useful applications for middle school; access to Microsoft Office and Google Suite, and soon, Android apps

input / output ports and ease of file transfer

easier to manage on the network; simplified access to network resources

closer to a real-world work device

# data[].attributes.headline
Move from Exchange to Gmail / Google Calendars

# data[].attributes.subject
Move from Exchange to Gmail / Google Calendars

# data[].attributes.body
A single email, calendar and appointment system for students and teachers simplifies professional development needs, reduces ambiguity, redundancy and confusion and simplifies management by IT staff.

Issues with using a Gmail/Outlook dual system:

1. Exchange syncs email and calendar events to Gmail, but not the reverse.

2. Missed communications

3. Room bookings and event dates can be confusing and ambiguous with two calendar systems.

4. Management of email address data can be complicated with two systems.

5. Expense of maintaining Exchange server.

Expectations:

All staff should move to using Gmail and Google calendars exclusively by 4:30 on June 8th.

Hoji will transfer your Outlook folder structures to Gmail as a task during the summer. To do this individually is not efficient.

Once you go Google, stay Google. This avoids several complications you might face.

Support:

Drop-in support at Helpdesk anytime

Optional morning, after school and lunchtime support sessions. You can sign up for a Google Fundamentals Session here.

Formal PD in August during teacher work week

Power-user support

# data[].attributes.body
Vision

Tashkent International School aspires to be exemplary in our use of educational technology as a tool for learning by empowering learners to become independent, innovative, responsible and ethical users of technology in support of international mindedness, critical reasoning, creativity and effective communication.

Philosophy Statements

1. Technology is defined as a set of concepts that are integrated into the curriculum, which are accessible to all learners and adaptive to many contexts.

2. The use of technology is an educational imperative that aids and extends ways of thinking.

3. Every teacher is a technology teacher.

4. Technology implementation is supported by school plans, policies, professional development and resources.

5. Technology tools and literacy expectations match the developmental needs of students and are inclusive and diverse by design.

6. The school community will have access to, and consciously use, multiple technologies to teach curriculum, including a variety of operating systems, devices, coding environments and technology peripherals.

7. Digital citizenship curriculum and internet safety structures extend the school environment of safety and mutual respect.

8. Technology policies, tools and curricula are driven by the IB technology concepts of Agency, Information and Design, in order to:

foster the collection, creation, design and analysis of significant content,

promote a community mindset of self-reliance, problem-solving in authentic contexts, creativity and inquiry-based learning,

facilitate communication and collaboration with peers and wider audiences,

extend opportunities to share, create, evaluate, analyze, apply, connect and act, building opportunities to develop higher-order thinking skills.

# data[].attributes.body
Grades 9 to 11 - Laptop 1:1
Grade 7 and 8 - iPad 1:1
Grades 4 to 6 - Chromebook 1:1
Grade 3 - iPad-Mini 1:1

Grade 2 - iPad 1:1

Grade 1  - iPad 2:1

Kindergarten  - 6 iPads per class

PS1 and PS2 - 6 iPads per class