{"success":true,"data":[{"ID":652,"Class":"Conversation","Created":1477931692,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Voices: digital redlining and privacy","Handle":"student_voices--digital_redlining_and_privacy","ShortDescription":"Students from Macomb Community College examined the problematic status of privacy in post-secondary education. They identified standardized curricula, assessments, academic advising, and other forms of digital redlining that emphasize training over critical thinking. These findings are developing into a set of student-centered privacy principles that they will refine at Educon.","Description":"Faced with institutional policies that limit information access, rudimentary technology, and an advising program that restricted intellectual experimentation, students at Macomb Community College profiled the practices that invisibly reduce their choices.  They began with readings on privacy, security, algorithms, digital identity to discover how these processes work.  This established a thorough understanding of digital redlining, and their work exposed interesting facts: a profile of students who attend community colleges, a comparison of community college policies to \u201cregular\u201d university policies, and the biases of \u201csuccess\u201d programs. These issues constitute \u201cdigital redlining,\u201d and they continually revealed the role of surveillance in education, and emphasized the importance of privacy. \r\n\r\nBut students and their instructors went beyond discovering the threats to their privacy that are built into \u201cedtech.\u201d With help during a two-day visit from Bill Fitzgerald who directs the Privacy Initiative at Common Sense Media, the students created \u2013 and applied \u2013  a list of readings, online tools, and concepts useful to assessing the privacy practices that affect their lives. \r\n\r\nThis Educon Conversation will begin with a brief summary of the collaboration between students, instructors, and a large non-profit organization, and then in short summaries of their work, students will set out a key issue that has affected them. Each student will identify how these issues are affected by institutional type: high school, community college, and university. These student preludes to discussion will lead into demonstrations of privacy tools, and a \u201cwhat-I-did-for-wifi\u201d conversation to surface the presence digital redlining in education.","Link":["http:\/\/www.commonsensemedia.org","http:\/\/www.re-think.us"],"Audience":["All School Levels"],"Practice":"Goal: to improve both the identification of places where digital redlining occurs and its connection to types of education. Special attention to privacy and surveillance.\r\n\r\nThe discussion begins with a summary of the questions that brought together a community college, a large non-profit devoted educational technology, and two instructors. Each of the student participants presents her\/his work on a facet of digital redlining in order to set a framework for further developing a set of privacy tools that can be applied to educational institutions.\r\n\r\nTo facilitate the conversation, participants are asked to have read the following:\r\n1.\t\u201cDigital Redlining, and Privacy\u201d (https:\/\/www.commonsense.org\/education\/privacy\/blog\/digital-redlining-access-privacy)\r\n2.\tPowerpoint explaining digital redlining: http:\/\/re-think.us\/Lightning%20talk%20final.pptx \r\n\r\nConversation starter: \u201cwhatidid4wifi\u201d: participants describe the oddest thing they\u2019ve had to do to obtain a wifi connection . . . and what the stakes were that made access so important.","Presenter":["Chris Gilliard","Bill Fitzgerald","Hugh Culik"],"PresenterAffiliation":["Macomb Community College","Common Sense Media"],"PresenterEmail":["hypervisible@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Student presenters will be attending thanks to the generous pedagogical and financial support of Common Sense Media.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":654,"Class":"Conversation","Created":1477935352,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Edtech Teacher: Ambiguous and Obsolete?","Handle":"the_edtech_teacher--ambiguous_and_obsolete","ShortDescription":"What do Edtech Teachers, Integrationists, and Tech Coordinators do? There is no definitive answer. Are they necessary in our schools or becoming obsolete? Since many have also become full or part time Makers and\/or Computer Scientists, the position might need redefining. This session will aim to clarify the role, the purpose, and perhaps the future of such a position.","Description":"If you ask a History Teacher what they do, you can pretty much predict the answer. But with an EdTech Teacher it may well vary and sound rather unwieldy. Then there is the title itself. Computer Teacher? Educational Technologist? Integrationist? Coordinator? In the academic world, technology teachers recast, rebrand, and reinvent themselves and their programs to keep apace. In many ways, if they were truly successful, they may work themselves out of a job. But  would they with the new technologies and innovations that bombard us on a daily basis? Perhaps it is time to stop and have a serious conversation about the state of technological education. We are a Tech Director (Melanie) and a Edtech Coordinator (Rob) who work at competing independent schools in NYC. We hope that our Educon group will bring a much wider range of perspectives to this conversation including classroom teachers, administration and technology teachers. The session will be a broader discussion about the impact of technology roles in our schools. In fact, the more diverse the attendees, the richer the conversation will hopefully be.","Link":["http:\/\/www.trinityschoolnyc.org\/page","http:\/\/www.collegiateschool.org\/page"],"Audience":["All School Levels"],"Practice":"Melanie Hutchinson (Collegiate School, NYC) and Rob Keith (Trinity School, NYC) have been attending Educon since 2010. Although both are active in leading professional development in New York City, this is the first year that they have submitted proposals to Educon. The session will be structured so that conversations that encourage reflection, sharing, and hopefully learning, will take place at many different levels including pairs and whole group. A variety of activities will engage our participants by tapping into the creativity of the group. Thinking will be made visible in a variety of ways including with drawings, post its, and group shares. While our work will be shared on a google doc we also hope to use some participatory apps such as socrative, google forms, and padlet. Our goal is for attendees to gain clarity and enlightenment, as well as practical insights.","Presenter":["Robert Keith","Melanie Hutchinson"],"PresenterAffiliation":["Trinity School","Collegiate School"],"PresenterEmail":["robert.keith@trinityschoolnyc.org","mhutchinson@collegiateschool.org"],"ScheduleSlotID":83,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Melanie Hutchinson (Collegiate School, NYC) and Rob Keith (Trinity School, NYC) have been attending Educon since 2010.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":650,"Class":"Conversation","Created":1477858115,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Hacking Project Based Learning","Handle":"hacking_project_based_learning","ShortDescription":"In this workshop session, co-authors of Hacking Project Based Learning share some of their PBL hacks. Discuss ideas for making your PBL more efficient, but most importantly more rigorous and engaging. Whether you are just starting with PBL or looking for ways to refine your practice, this session will meet your needs.","Description":"In this session, we will explore a 10-step (somewhat) linear process that contributes to effective project based learning: establishing a culture of inquiry and creativity, teaching collaboration skills, connecting standards to enduring understandings, turning enduring understandings into a project based plan, transforming enduring understandings into student-created essential questions, facilitating student-created checklists, driving student learning with conferencing and feedback, integrating direct instruction as necessary, determining the need for summative assessments, infusing reflection and publishing.","Link":["http:\/\/rosscoops31.com"],"Audience":["All School Levels"],"Practice":"Conversation will be built around the 10 aforementioned steps, in regards to \"where we are\" and how we can move forward for the benefit of our students.","Presenter":["Ross Cooper","Erin Murphy"],"PresenterAffiliation":["Salisbury Township School District","East Penn School District","https:\/\/psumurphette.com"],"PresenterEmail":["RossCoops31@gmail.com","psumurphette@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":696,"Class":"Conversation","Created":1478818687,"CreatorID":5112,"RevisionID":null,"Status":"Accepted","Title":"Reimagining School Writing: Literacy, Agency, and Voice","Handle":"reimagining_school_writing--literacy-agency-and_voice","ShortDescription":"There is a sad truth about the way that most students learn to write: They become boring writers. To write with clarity and insight involves struggle (regardless of age). When faced with this challenge, many students are taught to detach from content, to analyze with sterile language, and to develop ideas within a narrow formula. In this conversation participants and SLA students will share ideas and strategies to make school writing focus on reclaiming the joy and power of developing a unique, insightful writing voice.","Description":"There is a sad truth about the way that most students learn to write: They become boring writers. To write with clarity and insight involves struggle (regardless of age). When faced with this challenge, many students are taught to detach from content, to analyze with sterile language, and to develop ideas within a narrow formula. In this conversation participants and SLA students will share ideas and strategies to make school writing focus on reclaiming the joy and power of developing a unique, insightful writing voice.","Link":["http:\/\/mrjblock.com"],"Audience":["All School Levels"],"Practice":"Discussion. Participatory activity.","Presenter":["Joshua Block & SLA Students"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jblock@scienceleadership.org"],"ScheduleSlotID":86,"ScheduleLocationID":5,"SubmitterID":5112,"AdditionalComments":"I will need to present on Saturday. On Sunday I fly to New Zealand! Thx.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleLocationID":5},"total":4,"limit":false,"offset":false}