In a previous post, I laid out ten ideas for making Google docs better. Here are ten more. Feel free to contribute to the list!

1. Invitations to meetings in the calendar view are too subtle. I mean really, do you expect me to see that tiny question mark?
2. I like that you add email addresses automatically for me. That’s cool. What would be even cooler, would be to scan the message for additional address-like data (like that in most signature files), open a window in my contacts, and add that data too, allowing me to edit as needed.
3. When you add a new document folder in Google Docs, the list should automatically refresh to reflect the new alphabetical order.
4. There’s no way for end users to see who is in an enterprise-wide email group, so what we do is to maintain a separate Google doc which, of course, needs to be updated every time we make a group address change. We shouldn’t have to do that. Let the administrator determine who has rights to view the members of an email group.
5. In Google Sites, you should offer a report to the site owner about dead links, and automatically fix links to other Google sites within the enterprise if and when they change.
6. While you’re at it in Google Sites, allow the webmaster or users to tag individual pages, to then crate tag clouds.
7. All, and I mean all, of your K-12 Google docs customers would benefit from a better calendar. Start with allowing the administrator to setup a daily schedule for the school that can be toggled on-and-off by users so they can easily schedule events by time of day or by period of day.
8. Any color (labels, calendars, and so on) would benefit by being able to control their transparency. Solid color are not only passé, they hinder multiple calendars within the same view.
9. Google To Do lists are lame. See Remember the Milk for some ideas about getting it better.
10. Appreciate the fact that we can upload PDF documents into Google Docs. Now, make them editable!

What’s on your mind about Google docs?

Among the topics sure to crop up in the listservs I frequent (BAISNET and ISED-L), as well as various Nings, blogs, and wikis is that of calendars. A composite inquiry of all the things people are looking for in a school calendaring system might look something like this:

I suspect we have talked about this before, but we’re looking for a new calendaring program that:

1. will easily schedule resources, meetings, and parent conferences
2. will automatically find open meeting times & reserve needed resources
3. is cross-platform, and web based
4. will automatically adjust to schedule changes as they are made
5. will send meeting changes and to-do list reminders via email, SMS, or Twitter
6. will allow for meeting agenda and other documents to be attached to in the invitation
7. is very user friendly
8. is available 24 x 7 x 365
9. supports a variety devices both online and off-line, with automatic synchronization
10. has flexible, easy to use security, with various levels of permissions to allow access to certain events by role
11. is compatible with ical and other web calendaring standards
12. prints a range of attractive, easy-to-read formats
13. allows for secure access by administrative assistants
    
14. allows for easy analysis of meeting and task loads and responsibilities by individuals and groups, and FINALLY
    
15. is free, with high quality technical support and, low maintenance, and requested features added in a timely manner.

Aah. The holy grail of calendars. A fortune awaits the company that can create one, though point #15 suggests it will be a very, very small fortune.

Over my career, I have tried a range of calendaring solutions in search of the perfect system, including Meeting Maker, Outlook, FirstClass, CalendarMaker, Web Event, Google Calendar, and iCal. In some ways these are all great programs. But in some fundamental way, each of them also sucked.

The companies that make calendaring software focus their products on individuals and businesses. Schools are a secondary market, and they don’t understand us.

To start with, schools operate in two different time spheres: (a) the time observed by the rest of the world and (b) school time. School time is normally meant to be class periods. Such as a period 1, period 2, period 3, or period A, 1A, nap time, math time, reading time, block 1, block 2, and so on. No one outside of the school has any idea how these times correlate to real world time, and even those inside of schools often have to rely on cheat sheets to make the translation. Think of these different time spheres as our equivalent of the metric versus the English measurement system.

So right out of the starting gate calendaring programs made for the real (metric) world are incompatible with time as observed in the school world.

But wait, computers are smart. Can’t they bridge the gap? A computer can instantly convert metric to English units and back in measurement, why can’t a computer convert between different time spheres?

Computers could do this of course. But there’s this niggling little problem of no two schools using exactly the same class schedule. Plus schedules change, often by the day of the week—and let’s not forget special schedules that are used for planned events such as assemblies and sports, or unplanned events such as school closings or late starts do to weather.

So now the problem has become much more complex, because you must allow the end user to be able to enter the information peculiar to their school’s schedule, with the ability for it to be instantly updated, with these updates recalculating real-world time, checking for conflicts with people’s schedules and resources, and then synchronizing across devices.

It’s enough to make even a Google engineer weep.

Schools are not likely to change to real-world time anytime soon (pun intended). This leaves us at the mercy of benevolent calendar makers who will listen to our plea and come to our aid. If I had to bet on who that might be, I would lay my money on Google (who has a burgeoning number of K-12 schools using their Google Apps for Education) or Rjenda (a new company that has taken assessment calendaring to a new high).

I’m curious to know what readers may think not only of the list of 15 requirement for school calendars that I listed above, but also what solutions you have found that work best for you.

What if…

1. school superintendents or heads of school could be paid no more than 3x that of the lowest paid school employee?
2. someone designed a school from the ground up having never set foot in one before?
3. the ratio of students to teachers was no more than three to one?
4. educators were free of all copyright or patent restrictions?
5. teachers, students, and parents regularly visited one another’s homes?
6. if school administrators were elected by the faculty?
7. no school could house more than four hundred students?
8. students called teachers by the first names?
9. teachers were not allowed to use PowerPoint, Keynote, Impress or similar presentation tools?
10. mastery was the important variable for student learning instead of time on task?
11. faculty and staff had to demonstrate current knowledge and skills in their field very few years?
12. faculty and staff could take fitness classes along with the students?
13. college of education professors had to regularly teach in K-12 schools?

What we'd all like to do sometimes to those who print too much!

My tech team and I were having a discussion the other day about printing. Specifically, we were trying to figure out ways to encourage people to print less, enforce accountability when they choose to print, and make the process as easy as possible for both us and the end user. We know that we are a long ways from becoming a paperless school, but we believe we can become a less paper school.

Whether it is incompatible print drivers, fonts that don’t print correctly, mechanical failures and jams, or the constant feeding of paper, ink, and toner, printers are the bane of every IT department’s existence. All this trouble for a pieces of cellulose that often end up being thrown away or recycled within a few minutes, days, or weeks of being used. In my organization alone, about 1 million sheets of paper go through our copy machines every year; a few hundred thousand more through our printers. According to GreenPDF.com, each ream (500 sheets) of paper is equal to about 18.5 lbs. of carbon dioxide released into the atmosphere through the harvesting of the tree and the manufacturing process. 1,000,000 pages = 2000 reams of paper, or 37,000 pounds of CO2.

There are abundant ways for IT departments to encourage less paper use:

1. force duplex (two-sided) printing. One sheet is better than two.
2. provide economic disincentives for printing by making users pay for each page they print.
3. provide economic incentives for print savings, perhaps by using cost savings for professional development programs for faculty and staff, or a beer bust. (Which would YOU choose?)
4. provide printer release stations so that people have to walk to the printer and release the print job, thereby cutting back on print hobs that are never picked up.
5. provide ubiquitous access to non-printing alternatives, such as electronic document exchange, markup, collaboration tools and e-readers.
6. guilt. Yeah, there may already be enough of this in the world, but sometimes we should feel a sense of guilt for what we’re doing to the planet.

But at the end of the day the overuse of paper is not an IT problem, it’s a human factors problem.

People are addicted to paper. That means that anything that is going to supplant paper has a long row to hoe, and it darn well better give us a bigger and better fix than paper.  Criminalizing the use of  paper won’t work (when paper is outlawed, only outlaws will have paper). Perhaps we need a 12-step program, or a paper-patch.

Sarcasm aside, if schools want to get serious about reducing the use of paper, the place to start is not with technology, but with people. Just as our school has decided not to filter internet content, perhaps we should restrict printing in any way, shape or form. Instead, we could engage our colleagues and students in a discussion of printing, and help all of us make mindful decisions about the use of paper and other printer resources.

Mindful printing. What might that look like?

Well, it might entail thinking about the soil, the rain, and the sunlight that grows the tree that provides the pulp. Thinking about the lumber workers who harvest the tree, the truckers who bring it to the mill, the mill workers, chemists, and other laborers who manufacture, transport, and stock the warehouse.s Thinking about the electricity to power the printer, the factory and the workers that made the printer and the toner. All these people. All this electricity. All these chemicals and raw materials. It’s a lot to think about. And in that brief moment when you think before you print, perhaps you’ll decide that you need fewer copies, or that you can print two-sided, or that a PDF or Google Doc is just as good as paper.

Parker Palmer is one of my heroes, and his book, The Courage To Teach, is one that I recommend to all teachers and friends of education. I don’t recall how I ran across this video snippet, but watching it reminded me of how much I am missing deep conversations in learning communities that address the uncertainty that we all live with. Some people respond to uncertainty with what Palmer calls “corrosive cynicism.” You know the type: always blaming “them,” the eternal pessimist, the glass half-empty person who has seen it all before and knows for sure that no good deed goes unpunished. These are the naysayers to any and all talk of change or innovation, who believes that everything is going to hell in a hand basket and so to hell with everyone else.

The counterpoint to corrosive cynicism is irrelevant idealism. Idealists operate in a world not connected to reality. They dismiss real-world problems and challenges flippantly, and exhort people to simply try harder or believe more deeply for things to get better. You can make Tinkerbell—and the world—well by simply clapping loudly enough. The live in a delusional world without evil, without pain, and without mistakes.

Most of us live between those two worlds, in “the gap.” And it is in this gap that we deal with the tension of ambiguity, the paradox of both/and. In the gap, it’s okay if you are uncertain and wavering. It’s okay to make mistakes. And it is in this gap that we need to work and play with others in community as you find your own answers, your own place.

This is not an easy task. And it is a task which rarely is addressed head on in schools, among students, or among faculty and staff. To address it in community requires to permit a vulnerability that few are willing to risk. Academics are in the knowledge business, we are supposed to know are we not? Actually, I think it is more important that we know we don’t know. Only then can the real conversation begin, in the gap, within a community of others who also know they don’t know.

What if…

1. teachers had to pay for textbooks just like their students do, semester after semester, year after year?
2. schools spent as much money on professional development to use new technology as they did on the technology itself?
3. teachers were asked to pass the exams they had to take when they were in high school?
4. school employees were given grades on their performance evaluations of A-F, just like students?
5. teachers were asked to spend 10% of their day innovating?
6. schools had a profit sharing plan based on reducing their use of paper and toner, saving power, reducing carbon emissions, and conserving water?
7. we spent a day, or a week, without using email?
8. there weren’t subject matter departments or grade levels?
9. each class met out-of-doors at least once a week?
10. faculty and staff swapped jobs for a day?
11. what if new faculty were given a reduced teaching load their first year?
12. what if there were no “front” to a classroom?
13. you laid all of the sacred cows to rest.

Have reports of the death of newspapers been exaggerated?

I’ve been thinking a lot about student publications. Newspapers and literary magazines mostly. Yearbooks are a different beastie.

Print publications by and for students maintain a strong hold on our student writers. Perhaps because they are so used to seeing their own words (albeit in the a very different form) in their social networks, that having their name in a print publication carries more gravitas. Be that as it may, we are obliged to prepare students for their future, not our past, and I think we would all agree that print publications are undergoing major change.

As an environmentalist, I am also mindful of the resources consumed  by print publications. True, it may be argued that electronic communication is simply a matter of shifting the burden from producing paper to producing servers, but in my view the servers win out.

To date, most high school publications have had a very limited reach: other students, faculty, staff, and parents. These groups comprised the writers audience, there was little opportunity for feedback, interaction, or for reaching a broader audience.

I believe that as young scholars, artists, writers, journalists, videographers, photographers, composers, musicians, and performers, students can gain insight and invaluable experience by interacting with a  diverse audience of readers. New technologies enable students to reach national and international audiences, readers of all ages and occupations.

Students will write differently for a broader audience and, I think, they will write better.

There are some issues to deal with when moving from a small, “in-house” audience to a global audience, and from a print-based publication to online.

• Privacy. Many schools have guidelines or policies about the use of student names and photos outside of the school. The fact that a print publication could, in theory, be snail mailed to people outside of the school seems to have not crossed the minds of some policy makers. The Internet, however, puts the issue right before their eyes.
• Audience. If your audience is broader, than the use of in-house humor, jargon, and so on renders articles that use such language less accessible to some readers. This means that editors need to step up and determine when such language is appropriate and when it obfuscates meaning.
• Interactivity. Why have an electronic publication if there is not a means for the readers to provide feedback? And what will become of that feedback? Are the editors willing to engage in conversation? Who will moderate the comments, and do they need to be moderated?
• Rich media and COLOR. ‘nuf said.
• New production roles. Currently, all one needs to produce a decent paper or lit magazine is a word processor, maybe a page layout program, and a copier. Electronic journalism has roles beyond copy writing and editing, to audio and video production, web site design, and even custom coding.
• Publication schedules. Since there is no longer a print publication to create—which means that content is released all at once—online publication allows for a more varied and timely schedule of publication. To draw readers to the site on a regular basis, content can be refreshed as it becomes available, and not held hostage until everything else is ready to go.
• New types of “news.” Papers and lit magazines can expand their repertoire of content to include exemplary scholarly works. Or perhaps schools can launch a research magazine highlighting some of the best academic work of students. Instead of only being read by student and their teacher, the student’s work can now reach a a broad group of scholars.

There are many among us who fear for the demise of the “paper.” Personally, I am more concerned about the consolidation of professional journalism in to the hands of a few media giants. And while I no longer subscribe to a daily paper, I do like picking one up at my local Peets when I stop for coffee. But when a paper isn’t available, I happily turn to my iPhone where I read the NY Times—for free, and without a single wasted tree.

We’ve been using Gmail and Google Apps for several months now in my school, and I must say that I am very pleased with the results so far. We moved from the FirstClass collaborative email suite, a fine but (for us) limited set of tools. We are finding that Gmail, with its ease of connecting to handheld devices, integration with other services, intuitive interface, and constantly evolving tools (I’m a big fan of their labs add-ons), has been a wonderful replacement for FirstClass’ email system. The other Google education products, docs, sites, calendaring, contacts—even Google’s version of tiny-urls—are proving to be a great addition to our school.

But this is not to suggest that there’s no place for Google to improve. After all, most of their products are perpetually beta releases.

Here, in no order other than how they came to me, are ten ideas for making Google Apps and Mail better for education:

1. Most of the time when I am adding contacts, I am adding their work contact information, not home information. I’d like Google enterprise users to be able to default the field to work rather than home.

Don't assume I'm a home user, please!

2. The Google Enterprise help form sucks. Like most organizations, especially those that offer a free service, try to get users to exhaust self-help options before contacting the company. I get that, and I am okay with it. But when I do get to a point where I need to create a trouble ticket with Google, their selection of what problems I am reporting is terribly limited. Those of you who have to do thi know what I mean.

3. Google Apps Status should be offer more granulated information and proactive notification. For example, there have been time when we’re having issue and the status shows green across the board, as this is true for Google overall. But if there are local issue to my site it would be nice if Google could automatically recognize that and report it. Better yet, they should send me a SMS.

4. Google Apps for Education should include Blogger and Picassa. If Google wants schools to use Blogger instead of Wordpress (or Edublogs, sorry guys), then promote it and integrate it with Google Apps, especially Google sites. Ditto for Picassa. Want to beat Flickr, offer schools unlimited storage, great privacy controls, and robust organization skills so that photos can be organized and shared online.

5. Google Widgets. I like adding useful Google Gadgets to sites. It’s a great way to add dynamic content to a site. Yet I have a couple of beefs with how this is currently implemented in Sites. (a) then you type in a search term for the gadget you are looking for, example RSS, you it takes a loooong time for all of the results to load. And then there is little to differentiate between a RSS utility, which allows you to insert your won RSS feeds into a site, or someone who has created their own RSS feed of Hannah Montana news. (shiver). And then, to top things off, the results may include several widgets with exactly the same name and description, with no version number or other information to tell you the differences between them. Lame.

6. Better imap migration support for FirstClass. Okay, so maybe this one is not really in Google’s court. My hunch is that it is a FirstClass problem, but nonetheless, we had a devil of a time migrating email from FirstClass to Google using imap, which is preferred over POP3 since it can migrate mail folders as well as inbox contents. But shame on you, Google, for not having better error messages when the process would fail because an email attachment in FirstClass was greater than 10MB.

7. Integrate of Google Video and YouTube. It’s nice that we get nearly a terrabyte of free storage for Google videos along with our Google Education edition. Google video is proving to be an important adjunct to our coursework, and it’s an easy way to keep content private. But our school also maintains a YouTube channel, and some of the content should be able to live in both places with a simple click of the mouse.

8. Implement change of owner in Google Docs speadsheets. Yeah, yeah, you’re working on it.

9. Controlled vocabulary for Google Sites. Every couple of weeks I go in to the admin interface for Google sites and I am pleased to see so many new sites available. Faculty, staff, and students are creating them right and left. But this organic growth has its limits, especially when it comes to tagging the groups so that others may find them. Let me suggest a couple of things that might help: (a) Le the administrator set up a list of tags, at least one of which must be applied to the site, such as “clubs,” “faculty,” “employees,” or “students;” (b) allow a tag cloud to be created in a master directory of  sites.

10. Smarter management of duplicates in Contacts. Google, the premier search engine, seems clueless when it comes to contact. Oh sure, it can find them, but it’s up to you to suggest which ones are duplicates to be merged. I’d really like Google to perform an audit of my contacts from time to time to identify potential duplicates. And while they’re at it, why not validate the email addresses and URLs I’ve entered, and cross check to see if any of my users have Google Voice numbers?

Hey Google,  keep up the good work. (But make it a wee bit better….)

Oh, and here’s a bonus suggestion. Make my Google Education account work just like my personal account. There’s still some things I can’t log into using my Google ed account. Instead, I’m forced to use my personal account, for things like support forums, Google Voice, and so on. Tks….

The use of social networking by organizations to promote their goals is rapidly expanding. What was once thought of as an service for individual use is quickly being embraced as an avenue for schools to communicate with many constituent groups and individuals. The field is changing so rapidly that it is difficult to promulgate guidelines let alone policies. Nonetheless, it is important to avoid serious missteps in this new medium.

Here then are some suggestions for using some of the most well-known social networking and web 2.0 technologies: Facebook, Linked-In, Twitter, YouTube, and iTunes.

• Each technology should be used to its best advantage based on its users, message type, and consistency with overall school messaging protocols and strategy.
  • Fit the message to the medium. Twitter may not be the best choice to announce a tuition increase, for example, but its a great place to update sports scores.
  • Linked-In may be a better place to look for professional mentors or adveretrise a job opening  for students than Facebook, whereas Facebook is terrific for connecting with alumni.
  • YouTube is the place for video. Link to it when you need to share video content, using yourt own school-branded channel. If the video needs to be private, use an internal network. (If you are a Google education or enterprise customers put it on your Google video site.)
• Mutli-channel communications are powerful and should be used with forethought.
  • Use the small to drive to the large; Twitter or Facebook status updates to YouTube, iTunes, or new blog entries.
    
  • Keep the daily updates down to one or two per day to start with. Anything more than that can be seen as spam by users. As your channels become more diversified, you can increase the total number of updates coming from the organization overall, while keeping the per channel communication number low.
  • Strategically link applications to reduce staff time. For example, Twitter can update Facebook status.
• Official channels of communication should be marked as such.
  • If you have a Facebook fan page or group, use your logo and something like “An official Facebook page of…”
• Determine which channels will be one-way, and which will be two-way.
  • Institutional tweets should be for announcements, not conversations; Facebook groups suggest camaraderie and message exchange whereas, Facebook fan sites can be controlled like a regular Web site; an official YouTube channel should be moderated like any other official channel of the school, with publishing guidelines understood and enforced.
  • Channels need regular feeding and attention.
• Twitter, Facebook, Linked-in and similar channels thrive on daily updates, whereas iTunes and YouTube feature episodic publishing schedules based on when new multimedia content becomes available.
  • If you are concerned about mentions of your organization through non-official channels, subscribe to any one of a number of clipping services which monitor social networks and news organizations.
  • Faculty, staff, and students should be encouraged to create content for and subscribe to these new media gain familiarity and comfort with them, distribute the burden of content creation, and enrich the experience for all users.

My thinking is far from being fully formed on this topic, and I could really use the input of others. Please comment.

After reading Robert Evans’ the Human Side of School Change, it is quite possible to conclude that with so many things making school change difficult, one might as well throw in the towel. Evans acknowledges as much in his final chapter, Reach and Realism, Experience and Hope,” when he writes: “…I may have seemed to some too sympathetic to resistance and too pessimistic about the potential for school improvement.” When I read this, I wanted to yell:

Ya think?

Evans goes on to say “Of all the factors vital to improving schools, none is more essential—or vulnerable—than hope.”

Yes. Especially the “vulnerability” part. Like the evil spirit cartoonists depict sitting on our shoulder and whispering FUD (fear, uncertainty, and doubt)  in our ear, many educators are constantly on the cusp of giving up.

Evans closes his book with sage advice about how to maintain hope among “the key members and red hots who have  been pouring themselves into school reform.”Let me attempt to summarize:

• How far, and how fast? With so many things that one can add to the “change plate,” it is far better to do “fewer innovations better, than more innovations worse.” He cites research that suggests five years is required for a significant organizational change. If you’re not in for the long haul, best not get on the bus.
• Evolution, not revolution. Consensus, not fiat. Accountability, not micromanagement.
• In an eerily familiar sounding section entitled “The Triumph of Hope,” Evans includes a beautiful quote from Vaclav Havel, a portion of which I include below:

Hope is definitely not the same thing as optimism. It is not a conviction that something will turn out well, but the certainty that something makes sense, regardless of how it turns out. It is this hope, above all, that gives u the strength to live and to continually try new things, even in conditions that seem…hopeless.

Robert Evans has given me much to think about, but I do not look to him for hope. For that, I look to my own convictions about the nature of humankind, and to my friends and colleagues. I encourage you to do the same, read Evans wonderful book, think about it, and then talk with others about it. Schools can and will change. I hold no illusions that they will change as much or as rapidly as I may like. that aspect of my youthful optimism has been eroded. But I am also at a more peaceful place. I do not mean to suggest that I am content with what is, or unmindful of how much is left to be done. But a place where I can strive for what I think is right without undue attachment to the outcome.