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Module 6

2/28/2016

The SOPIPA recently became law in California but many district leaders are unsure of its existence or how to respond. Based on your experience, what steps would you put into place in the school or district you are studying? What advice would you give to the leadership team based on your analysis?
   I really like westerns. I think they are fun. My dad and I would watch them when I was younger. The bad guys run rampant throughout the town, and finally the good and honorable hero comes in to save the day. Then he rides his horse off into the sunset. My favorite is “The Man who Shot Liberty Valance.” Nothing is better than Jimmy Stewart swooshing in to save the day, then talk about how he really didn’t do it. This makes me wonder how often our “hero’s” are truly responsible for what they are doing. Hang in there, I’m syllogistically coming to the point.
   I am not going to bash anyone, especially my tech department. They do incredible work, and often are verbally beaten up by teachers and the general public. After reading the article on SOPIPA, I realize that we are still working in the Wild Wild West. The teachers I work with have no idea about SOPIPA, or CIPPA, or COPA. Neither does our schools Tech TOSA.
   This isn’t the fault of anyone. Communication within the tech realm is difficult because things change frequently. Prezi, for example, consistently changes their TOS from 13 to 18 years old, and then back to 13 again. It is a fluid situation, and teachers need to be careful to check TOS before each instance a student may use that particular tool.
   SOPIPA puts the onus of protecting student privacy directly onto the tech companies themselves. This is unique. Districts need to begin working on and developing plans to educate teachers about SOPIPA, and based on my experience, CIPPA and COPA as well. Many teachers will most probably feel bad that they have been breaking the law for so long, and hesitant to change direction quickly, but it is necessary. The Tech department needs to be the hero’s to come in and change the district's internet wild wild west, into something that is viably compliant with current laws, and stay on top of potential new ones. Since the technology is constantly changing, they won’t be able to come in and then ride off into the sunset, the sun never sets on the internet.
Herold, B. (2014). Landmark student-data-privacy law enacted in California. Education Week. Retrieved from http://blogs.edweek.org/edweek/DigitalEducation/2014/09/_landmark_student-data-privacy.html
(2003). The Man Who Shot Liberty Valance (1962) - IMDb. Retrieved February 28, 2016, from http://www.imdb.com/title/tt0056217/.

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Module 5 Reflection

2/21/2016

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Reflect on how information (data) plays a role in decision making, and why understanding data and sources of data are important.

Rarely do our leaders rely on a flip of the coin, or a phone call to the psychic hotline to make decisions. They rely on information; data. The current market for data is enormous, giving rise to the term, Big Data.
Big data is exactly that, an enormous influx of data from every source imaginable. Data comes from the “like” button you hit on Facebook, to tracking your purchases with a credit card. Each bit of data gives information for companies to use in its marketing and advertising protocols.
Data is useful in education also. Big Data allows us to design curriculum and modify pedagogy for students with special needs. MOOC’s are excellent sources of instructional data, as they record every aspect of a student's interaction with the class learning environment. From when and how the student registered, to the time it took them to read the textbook the course itself is a constant stream of information that instructors and course administrators can use for self reflection when the course is complete.
In specific terms of educational technology, Big Data allows districts to see how various devices are being used within the classroom environment. The district I am evaluating is currently constructing their Technology Plan. They are using data from the surrounding districts to determine the direction of the technology implementation model; currently they are trying to figure out if the district will issue technology devices or if they will implement a BYOD type program. None of the explorations of the possibilities would have occurred without the data from other districts.

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Module 4 Reflection

2/11/2016

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“BA will continue to evolve and change as state agencies identify and improve business operations” (CEAF, 2008). As I read the California Enterprise Architectural Framework I remembered the economic theory of Creative Destruction. As business and the general economy move forward, the old processes must be destroyed in favor of new, more efficient ones. Current and Future State Business Architecture utilizes the auspices in creative destruction to move practices forward.

Education does not exist in a vacuum. If anything, education is a microcosm of the community it serves. Societal advances are reflected in the needs of our students. In order to best serve our students we need to have an accurate accounting of the district in it’s current state; and how we best serve our students. Current state architecture shows us how to manage the district on a daily basis.

Creative destruction sounds like a bad thing, but it’s actually very good. During the industrial revolution the outdated mills and single person shops disappeared in favor of larger scale factories with assembly lines. In essence, the basis for the United States economy.

Progress doesn’t usually happen by accident. Future state planning is an essential component of any business architecture. As in lesson planning, you envision the end goal (Future State). What is it you want to accomplish? Your students are assessed on their current knowledge to identify gaps or areas of focus (what don’t they know), and then you plan the scaffolding to get the students to understand the concepts (steps to address the gap).

As I have said before, as we move along the semester, I am beginning to understand more how business concepts are applicable to education. I will, however, hold firm that the educational environment is not a business, while the structures for efficiency may be applicable, students are not quantifiable “products” that can be measured and evaluated like carbon copy items rolling along a conveyor belt.

(2008). California Enterprise Architecture Framework. Retrieved February 11, 2016, from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf.
(2008). Creative Destruction - Library of Economics and Liberty. Retrieved February 11, 2016, from http://www.econlib.org/library/Enc/CreativeDestruction.html

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Module 3 Post District A Business Architecture

2/7/2016

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This week's assignment was a difficult one for me. It wasn’t the comprehension of the principles, those were easily obtainable from the readings. BIZBOK provides the most comprehensive, yet easily understandable, definition: “a blueprint of the enterprise that provides a common understanding of the organization and is used to align strategic objectives and tactical demands.” It answers the “who, what, how, when and why of a businesses intent”, and how it’s core functions enable the intent.

What was difficult was trying to understand the Business Architecture of my district. I contacted many individuals and found that two departments (Instruction and HR) followed an architectural structure. The other departments seemed to be in a state of flux. From phone conversations, and emails, departments don’t see themselves as a part of a whole structure, they tend to view themselves individually apart from what one woman called, the “main part” of the district, referring to curriculum and instruction.

Business Architecture identifies the current state and desired future state of the business, it also enables processes to close the gap between the current and future states. A roadmap, of sorts, to achieve the future state. With the exception of one member the entire school board is new this school year. They each have their ideas of what is important and their own expertise that they bring to the table, which is generally a good thing. From my observations and conversations, I believe that where the district is in the most desperate need of BA is in the transition between the current and future state. The pathway of a clear goal in which all components are aware of their strategic importance is missing.

The four high level domains identified by the BIZBOK are Capabilities, Organization, Information, and Value Streams. If I were to create the Business Architecture for this district, I would focus on restructuring and defining these four domains. I would then redefine the who, what, when, how, and why of the district to align with the four identified high level domains. This will bring more structure to the district, and ensure all projects are complementary and communication is seamless to bring the idea that all departments of the district are important and part of the “main part” of the disrtict.

A Guide to the Business Architecture Body of Knowledge [PDF]. (2013). Business Architecture Guide. Retrieved February 7, 2016 from http://www2.mitre.org/public/eabok/pdf/BIZBOK-V3.5-Part1-Introduction.pdf

California Enterprise Architecture Framework [PDF]. (2013). Retrieved February 7, 2016 from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf

Enterprise Architecture Guidebook [PDF]. (2014). Retrieved February 7, 2016 from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf

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Module 6

Module 5 Reflection

Module 4 Reflection

Module 3 Post District A Business Architecture

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