As a result I am reposting the 10 Commandments, followed by the techie equivalent. I will then stick in my own version … and I make no apology for any trolling that appears to be taking place. As I was poked to respond, I am poking others to rise too!

The ten commandments of school tech support

• [Original]Thou shalt test the fix.
  [Techie]Thou shalt accept that we can only fix things we get told about. Reading minds might get us burnt at the stake.
  [Me]Communication and the processes by which tech support work should be effectively communicated, but all should accept that it is a two way thing.

• [Original]Thou shalt talk to actual students and teachers and make time to watch how technology works during actual class time, not just when it’s quiet.
  [Techie]Thou shalt listen to technicians when they ask questions, give truthful answers about what you expect technology to do and accept that there are limitations.
  [Me]No technology is perfect and some compromise is needed. It means a bit of give and take on both sides. When people want to use technology then try to take the time to discuss how it will be used, how you can measure it is doing what is needed and how you can work out how you deal with changes.

• [Original]Thou shalt not make fun of the tech skills of teachers or students, nor allow anyone else in the tech department to make disparaging remarks about them.
  [Techie]Thou shalt not presume to be all knowing gods yet still argue when a technician tells you it is illegal to copy commercial DVDs.
  [Me]Ok, let us all accept that there are stereotypes on both sides. Users will make stupid mistakes and it will be laughed at, usually when it is the same repeated mistake. Then again, you get teachers poking fun at the higher percentage of technical staff with elements of dyslexia / autism / other stereotypical conditions. Accept that there willing always be this one upmanship whilst each side treats the other as inferior. Also remember that the technically adept teacher and the educationally adaept techie are both at the top of the tree. You are the exception still so when the other makes a scathing comment it might not be aimed at you but a generalisation, try to find out what caused it and help people overcome the problem.

• [Original]Closing trouble tickets shalt not be thine highest calling; thou shalt strive to continually make the learning environment better.
  [Techie]You report a fault then we will follow it up. You are measured by exam results, we are measured by completion of tickets.
  [Me]Now we get onto the weighing the pig arguement. Both sides need to be measured but it is the big changes that need to be understood. Technology and how it helps deliver the Learning Environment cannot be done in isolation. It is a partnership. Every side has something to add. It will fall apart if anyone decides that others aren’t important.

• [Original]Thou shalt not elevate the system above the users.
  [Techie]Thou shalt accept that the system is our priority; it is set up to delivery as much as possible to as many different requirements as you gives us, but accept that your request may disrupt things for others. We sometimes have to work to a lower common denominator. It is part of the greater good.
  [Me]It is all very well thinking that the there is some big battle between users and system but it is a hard balancing act. We are back to the word compromise again. Both sides have very good reasons for standing their ground for somethings … it could be down to legal requirements such as Data Protection, it could be down to the flexibility required for personalised learning. Sit down and explain them and try to have an arbritrator to deal with the hard choices.

• [Original]The network will be never be perfect. Learning is messy. Get thyself over it.
  [Techie]Unplanned growth in computer systems leads to it falling over. We will keep things organised. Get thyself over it.
  [Me]There is a big difference between things just happening and planning flexibility into systems. No system is permanently fixed but you do have to be careful what you change. Again, it is compromise and planning that make the difference.

• [Original]When teaching someone a new skill, keep thy hands off the mouse.
  [Techie]We like to show you how to do things but repeated ‘but can’t you just do it for me’ will result in us just doing it for you. Don’t cry foul. Read our cribsheets, watch our training videos, listen to our advice and instructions. You are just one user of many.
  [Me]The two worst groups of people in the world to train are teachers and techies. Seriously. Teachers expect respect due to their position and techies based on their experience / knowledge. Introducing something new to either is beset with issues. Teacher are appraising you ability to train as well as what you are training them in, Techies are appraising your background before you even get into the in-depth stuff to see if you are a blagger. Teachers forget that the techie might not be an experienced trainer, after all, teachers did a degree and then more training (either as post-grad or on the job) to learn about it. The ability to train people can take time to develop. Give helpful feedback to support staff if you think that there are areas for improvement. You would do that for another teacher … give the techies the same courtesy. Techies do sometimes need to step back and work out what the user needs though … do they need a problem fixed or do they need to learn about the problem, what to do if it arises again and how to avoid it in the first place? This is a judgement call and by asking the teacher involved it can save a lot of problems later on. Also make sure you talk to whoever controls the CPD in the school as you might be in a position to identify training needs for staff.

• [Original] Thou shalt listen to requests with an open mind and respond in plain English.
  [Techie] Thou shalt ask for things in plain english and not buzzwords. Thou shalt understand that whilst with sufficient thrust pigs may indeed fly, it is not a good idea to be under them as they go overhead, be near them when they land and the RSPCA might get a tad annoyed. We will listen but be prepared for the answer to be no. If you ask for more information you will get it, and if you think I am talking down to you by using analogies about roads or cars it is because you won’t understand the short version, or have rolled your eyes when I mention something vaguely technical like CPU.
  [Me]We all have our own language. Lawyers have one, doctors have one, even priests have one. They are used to convey information and context in the most accurate and concise way possible. Translating it can take time, might need to be gone over a few times and is open to misinterpretation. When it comes to asking questions then yes, an open mind is needed, but often more context is needed too. Trying to convey the reasons why a request is made. Simply presuming that because you are a teacher you expect it to be done does not work, likewise just because you are a technical expert it does not mean that you, the techie, can say ‘no’ with no other comment or explanation. Try to come up with a common language to use … it will not be plain English. It will have some technical language in there as well as educational language. It will take time but once you have a good understanding it will help communication further down the line. Try having a glossary of terms for people to use, with examples.

• [Original]Blocking shall be controlled by educators, not filtering companies. Thy job is to enable learning, not enforce behavior.
  [Techie] Blocking shall be generally automated because there is not enough time in the world to check every single site. Just because we are sat at a computer all day it does not mean we are just surfing teh web, checking on dodgy sites. Perhaps if you kept the kids under control they would not want to get to the dodgy sites. And try talking to other teachers before asking for things to get blocked. I’ll happily block that games site that is dmaging your lesson, but you can explain to Maths why they can no longer access a site they pay a subscription to.
  [Me] This is all buck-passing. Get over it. Internet access is too large an area to make it black and white. I have already ranted about blaming technology when it is really about choosing the right tools to aid classroom management. Blocking should actually be controlled by the Head and Chair of Governors as *they* are the people that will get into trouble if things go wrong. It is also a case that the job of internet access is to enable learning but the job of the filters is to prevent inappropriate use. Unless all sides are prepared to sit down, discuss the appropriate use and how it is to be managed then we are just mudslinging.

• [Original]Thou shalt include students and teachers in decision-making about technology purchases and policy. Their interest is not an affront to your professionalism.
  [Techie] Thou shalt include the technical staff in the development of your curriculum. Their interest is not an affront to your professionalism.
  [Me]Again we are talking about planning here. It goes a bit like this. Someone comes up with requirements for what a system should do. This is based on how the learners are going to learn, how the teachers will teach, how things will be communicated inside and outside of the school and what are teh likely future changes too. A solution is put together to fit those requirements, sometimes out of an options papers or feasibility study to make sure all angles possible are covered adn then a group of key people make some decisions based on cost, capacity to deliver the requirements being completely met (or with some compromises). This all takes time, meetings and the experience to know how to do this efficiently, and this is before we get into things like procurement, etc. Companies will pay a lot of money to Project Managers to do all this, but many schools will take shortcuts for very justifiable reasons.
  • 1 – if the support team already have an off-the-shelf answer then they are likely to put that forward as a given option. It is likely to be cost effective because they are using already and will have the benefit of being setup quickly.
  • 2 – They are the technical experts and will often shorten the selection process because they have spoken with other schools about things that work or don’t work. If teachers and students in your school are not involved it doesn’t mean input from other students / teachers has not gone into the decision.
  • 3 – Last minute planning is the bane of the life of teachers and techies alike. Having to make quick decisions will mean not everyone can get involved. Accept that and make sure you plan better in future.
  • 4 – Technology is a tool. Everyone should get involved but someone has to make a decision about it. Battling about who has that power is pointless but it will vary from school to school who does it. Final decision on solutions should be made by senior management, not the network manager or head of ICT (or other head of department actually), but it should be part of the same process of looking at building developments around curriculum use, the curriculum itself, etc.

So there we have it.

Point, counter-point and hopefully some common sense. It has take over a week to knock this out and I know that there are areas for improvement, but I still find the techie / teacher bashing annoying. If it seems that I come down in favour of the techie side of things more than teachers that is because I still believe there is not a fair balance on respect between them. It will be ground down over the years and it is a lot better than were it was 5 years ago … but it is not changing enough for me to be happy.

]]> http://grumbledook.com/2010/02/19/why-do-people-want-to-start-fights/feed/ 2 http://grumbledook.com/2010/01/27/why-did-i-leave-an-internet-start-up/ http://grumbledook.com/2010/01/27/why-did-i-leave-an-internet-start-up/#comments Wed, 27 Jan 2010 00:24:40 +0000 Tony http://grumbledook.com/?p=142 It has been a slow month for blogging and I am quite a bit behind in setting down various notes on from paper to the digital page. I presently have 3 articles partly written around Sharepoint and other tools on the LA Learning Platform (Sharepoint & Web 2.0, hosted vs local Sharepoint and SafeMail vs alternative email solutions), 2 additions to the Standard Network Configuration / Build for our schools, and so on. However, this time I want to speak about TeachMeets, having spoken at one again about a week and a half ago.

Most times I have spoken at TeachMeets it has been a fair chunk of rhetoric (not being a classroom practitioner) and every time it has been a last minute thing, to fill up space and mainly because I have been inspired by something I have at that particular TeachMeet or the event associated with it. This time was meant to be different. I knew I had what I wanted to speak about, had stuff ready to show … but it never works out like that does it!  I do have a good excuse though.

Last January I retired from EduGeek.net, and if you don’t know what it is then think of it as an online community, herded carefully to share ideas and answer each other’s ideas. Nothing new there really … except that it is now one of the top hits in google, has the backing of thousands of members and is now a company. It earns money which is ploughed back into the site, running an annual conference for members (free to attend) and helps fund the running of the Technical Help Point at BETT each year …

So why would I retire from being on the staff (a volountary role) just as it takes off? Why would I step down from a group I had been part of since a fortnight or so after it started up? Why would I move on from a group where I had a position of authority and control? Well … I didn’t. Leave that is. I discovered that I had to get a balance between work and life. I also discovered that my use of EduGeek really needed to go back to about the collaboration and sharing. I was missing that bit and it was a really important decision.

My need for collaboration has always been great … not because I don’t have ideas, I do … but I need to share and compare them. Since getting online properly 11 years ago I have been lucky to be involved with a number of sterling communities … starting with Alt.Fan.Pratchett and other newsgroups (I remember with fondish memories the circular arguments between the windows, linux and RISC fanbois on uk.education.schools-it!), then moving onto JISC Mailing lists, Becta forums and then I found EduGeek … a sense of coming home occurred and after a bit of cajoling into doing more behind the scenes work I discovered that I was one of the admins … a respected member of the community and running things with the support and direction of the EduGeek EduGod, Chris Byers. But I continued with my other networks too … I was on twitter mainly due to Russ Dyas (fellow EduGeek Admin), facebook due to a plethora of old friends, blogging due to Peter Ford and I have a presence on most social network / web 2.0 sites … partly to protect my online presence (ooohhh … that is another post that I need to finish actually). I have had a few prods recently about it being strange about stepping down from an EduGeek role  too … in spite of repeatedly explaining about needing a life, work commitments and having to do other stuff.

So … what does this have to do with TeachMeets? Well, at TeachMeet Bett 2010 I was originally going to talk about collaboration and the benefits of it and EduGeek.net was going to be my principle example, but I ditched that … not because Edugeek.net was the wrong example … but because I got inspired. Although collaboration could be about one site or one group, it plainly isn’t with me.

One of the previous presenters that night demonstrated a fantastic site, http://linkbun.ch, as a URL shortener and once you have put a list of URLs on the page it will give you a single shortened URL. Click on it and the page gives you the option the entire bunch … each link in a new tab. http://linkbun.ch/kc2y was the list I put together and this is pretty much my list of sites where I have learnt how to collaborate. Translating this to teachers, they could get the various resources they need for a lesson and just send a single link out to kids, translating it too techies then this could be the various FAQs and how-to guides for soemone else to complete a piece of work. It has lots of uses for me and it was just perfect to show people where I use to collaborate.

So .. to answer the original question, I didn’t leave an internet start-up … I am just looking for the next stage in my journey (but glad to have various places to stop back at on my way around).

I’m also wondering at which point I will turn up to a TeachMeet and actually talk about what I planned to instead of having a cracking idea on the night!

I have tweeted about and pointed people towards Lewisham for examples of how BSF can still maintain bubbles of innovation but what about smaller examples? What about when a school is finally sorting out their change management? Will innovation still be remembered?

Well, I prepared the following video for the EdTechRoundUp TeachMeet as a possible answer of translating change management into innovation management, shamelessly using up other ideas I have come across over the years … most of which I honestly can’t remember where they came from. Some have directly come from previous schools, Brooke Weston Academy and mainly from Lodge Park Technology College … but others from schools visited with the SSAT Futures Vision tours, ICT Register or generally chatting with folk online. If you see something you recognise then let me know … no slight is intended for forgetting things.

Click here to view the embedded video.

Often it comes down to problems with communication or possibly a lack of understanding on both sides, so I thought I would run through a few ideas that could help. Some of these are mine, some have come from other schools (mainly via edugeek.net) and some are based on ideas from outside of education.

1 – Understand your clients. A common complaint is that techies are only interested in the boxes and cables and don’t really do things that benefit the teachers or students. One way to help with this is to look at your school’s development plan, identify the areas where technology fits in and then try and translate that into what kit you have, the kit that is needed and what it means to the dev plan. A good example is VLEs. Most techies have a pretty good idea about idependent learning because, lets face it, most have to learn things on their own, trying to structure a lot of knowledge about a wide variety of specialisms into a very short space of time, and usually a case of ‘just in time’ learning (where you learn the the knowledge and skills as you need them) rather than ‘just in case’ learning (where you learn knowledge and skills and try to remember it all).

2 – Understanding your school’s need is important if you are trying to make sure you have a long term, sustainable model for IT. Whilst it is hard to plan for technology too far ahead, you can have a rough idea and make what you do flexible enough so that it would not take a major refit to adapt.

Financially your school should have a three year finance plan but many will go for a five year one. Sit down and work out you refesh program for desktops, laptops, servers, network hardware, peripherals and software. Servers should always run with a support warranty for the hardware. This will tell you when they need to be replaced, but 4 years is a good basis. Laptops would be 4 years too. You can get 5 year warranties for desktops but be prepared to stick more RAM in them in the last two years if needed. And so on…

3 – Once you know what you can technically do and what the costs are then you need to see if the refreshed kit will provide what the school needs. If you are going for arts and media specialism or Creative & Media diploma then can you provide facilities for it. Do you require a change in software? Will it run in the planned hardware? Do you need to make a larger change such as introducing Macs? What are the CPD issues for you, for the teachers and for the students?

The more active you are in this sort of discussion and the more practise you have a judging educational needs the less you will have decisions taken out of your hands or made without your knowledge.

I am not saying it is easy or will work overnight, and a certain amount of compromise is needed on both sides … but to start with you are the one most likely to have to compromise.

I’d be interested to hear how various schools have worked on this compromise from the techie, the teacher and the senior leader too.

It was a good session and I have just listened to the podcast to review certain aspects of it.

One of the things that has surprised me somewhat is that it was only when we started talking about MIS and how they fitted in that the point of Parental Engagement was raised.

For me, if you are planning or using a platform and you want to ensure students are using it, particularly for independent learning, you have to get parents on board too.

It has made me wonder a bit more about how we view the importance of parents when getting students switched on to learning through technology.

I am going to put it forward as a future point on ETRU as well as on the Becta forums, EduGeek and as a question ok the ICT Register.

I would be interested to hear what people have already done to engage with parents.