New Laptops Coming for Certified Staff

On March 2, 2021, the Barrington 220 School Board approved a four-year lease to upgrade laptops of certified staff members. Our previous four-year lease for our current MacBook Air 13-inch laptops will be paid in full this year. 

As part of our recommendation, the Department of Technology and Innovation had a new choice to make: should we go with MacBook Air laptops with the Intel chip or laptops with Apple’s new M1 chip? And what are the differences that apply to us as educators in Barrington 220?

Both options are the same price and use the same design, the primary difference is the chip that powers the laptop. The Intel chip option is an “incremental upgrade” of our current model—a modest upgrade that uses an evolving technology architecture that has been in Macs for 14 years. The M1 option is brand new chip designed by Apple—their first-ever commercially available chip in a laptop or desktop. Apple calls the M1 “the most powerful chip it has ever created and the first chip designed specifically for the Mac” (Apple, 2020).

How did we decide? We researched and tested.

The Research

There is no shortage of sources regarding the performance of M1 Macs since they were announced in November 2020.

To begin, the 13-inch MacBook Air laptop itself has a different design than our current MacBook Air:

• The M1 has the same screen size as our current laptop (13.3 inches), but the M1 can show more detail.
• The M1 has nearly the same thickness as our current laptop, but it the M1 is about 1 inch smaller in width and over one-half inch less deep.
• The M1 is 0.16 pounds lighter than our current laptop.

I have observed that Barrington 220 teachers are particularly fond of keeping many, many browser tabs open—a practice that greatly affects performance and battery life (especially in the Chrome browser). Reviewers at the Wall Street Journal (2020) apparently share our affinity for Chrome tabs. They reported:

“Fifty browsing tabs? Not at a peep or a degree above 80 Fahrenheit on either M1-powered system. The Intel-powered Air? Thirty-five tabs got its fans revving, and it hit 93 degrees.” 

A reviewer at tech blog Engadget described the M1 MacBook Air as, “shockingly responsive” and added that “Safari, in particular, delivers the best web browsing experience I’ve ever had on a computer.”

The Verge, a technology/lifestyle publication, mentioned the M1 laptop’s battery life and reported, “between eight and 10 hours of real, sustained work depending on how hard I am pushing it. That’s not quite 50 percent better than the last MacBook Air, but it’s very close.”

The Testing

In order to do our own testing, Barrington 220 ordered a small number of M1 MacBook Air laptops in the base configuration immediately after they were announced. Since the Department of Technology and Innovation will eventually be supporting over 1,000 of these laptops, we wanted to be certain that they could, at minimum, run all our existing software and systems. Otherwise, we would need to stay with an Intel-based laptop.

We began by testing all our apps and systems, including everything in Jamf Self Service, our PaperCut printing system, SMART Board software, and other systems. We also tested the functions of Schoology, Seesaw, Infinite Campus, Skyward, and other primary district systems. We then tested anything we typically connect to our current laptops (using new adapters and dongles—but more on that later). 

Meanwhile, we asked a few teachers to test the M1 MacBook Air in the classroom. We selected teachers at every level and included a Barrington High School Computer Science teacher in the mix. During the pandemic, we arguably have never been more reliant on our laptops, and our tests immediately included heavy uses including videoconferencing (Zoom), many simultaneous open apps, and a need for as much flexibility as possible.

My own testing included what I consider the most resource-intensive activity in which I engage—creating and exporting videos in iMovie. After four years, the iMovie interface on our current MacBook Air laptops is usable, but has become sluggish and laggy. On our current MacBook Air, scrubbing (moving the pointer through video/audio clips) along the timeline is now best accomplished with audio scrubbing off (I prefer it on), and the days of instantly seeing a preview with no lag (latency) by hitting the space bar are over. Not so with the M1—iMovie is back to being ultra-responsive and video/audio scrubbing is instantaneous. 

My real shock happened when I exported a long iMovie project. I recorded a parent presentation on Zoom and edited it down to 1 hour, 19 minutes. On our current MacBook Air I would have expected an export time of well over 90 minutes (exports on our current MacBook Air take slightly longer than the actual length of the movie), but the M1 took 8 minutes. I initially assumed an error had occurred with the export, but when I played it back, there was no mistake!

Among the Barrington 220 teachers who tested the M1 MacBook Air, one commented that the M1 is extremely fast, especially during startup, login, and when waking from sleep mode. Another teacher noted that she Zoomed all day while sharing her screen without using a power cord, and the battery life was still at 56% by the end of the day.

Dongles, and Cables, and Plugs, Oh My...

One unfortunate, but unavoidable, issue with our switch to any new laptop is a change in ports. Our last two laptops used MagSafe power, “standard” USB (USB-A) ports, and Apple’s “Thunderbolt” (mini-HDMI) port for connecting external projectors and displays. All new Mac laptops for the past few years have switched to using just one type of port that handles all of these connections: USB-C.

Thus, we will need to provide a new set of dongles, cables, and adapters to all our certified staff when updating to the M1. You will still be able to use all your current USB flash drives, hard drives, and other devices, they will just need a USB-A to USB-C adapter. To plug our M1 laptops into our projectors, we will provide whichever adapter(s) you require for your room(s). Of course, a new power supply and cable will be provided.

Conclusion

If you follow any of the links referenced below, you will find that the reviews address far more information than I have included here. Reviewers include topics such as gaming, the M1’s ability to run iOS (iPhone and iPad) apps, and a technology Apple is using called “Rosetta 2” to help bridge older apps to run on the M1 until new versions are released—and more. This article is intentionally focused on our laptop uses here in Barrington 220.

Originally I felt that the M1 articles must be dispensing a fair amount of hyperbole. However, when I started using the M1 for myself—using Barrington 220 software on our network—I found that the reviewers had not been exaggerating. As education users, I feel that we will greatly benefit from the current and future benefits of Apple’s M1 chip.

This led us in the Department of Technology and Innovation to make a confident recommendation to upgrade our MacBook Air laptops to the new M1 version. The Board approved that recommendation. Our next step is to execute the lease paperwork (currently in process), place the order, and wait for our shipment. If all goes well, our new laptops may arrive in about six weeks. We will begin coordinating our swaps as soon as possible by working with principals. Our goal will be to swap all staff laptops before the end of the school year.

As we have done in the past, our old MacBook Air 13-inch laptops will be sold to an asset company and revenue will go back to our Education Fund.

If you have specific questions about the switch to M1 laptops, please contact our Tech Support team who conducted most of our testing (x.1500 in school or 224-655-1500). Of course, you may also contact me at any time mfuller@barrington220.org.

References

Apple. (2015). MacBook Air (13-inch, Early 2015) - Technical Specifications. Retrieved from https://support.apple.com/kb/sp714?locale=en_US

Apple. (2020). MacBook Air (M1, 2020) - Technical Specifications. Retrieved from https://support.apple.com/kb/SP825?locale=en_US

Apple. (November 10, 2020). Apple unleashes M1. Retrieved from https://www.apple.com/newsroom/2020/11/apple-unleashes-m1

Engadget. (November 17, 2020). MacBook Air M1 review: Faster than most PCs, no fan required. Retrieved from https://www.engadget.com/apple-macbook-air-m1-review-140031323.html

Verge, The. (November 17, 2020). Apple MacBook Air with M1 Review: New Chip, No Problem. Retrieved from https://www.theverge.com/21569603/apple-macbook-air-m1-review-price-specs-features-arm-silicon

Wall Street Journal. (November 17, 2020). Apple’s M1 MacBook Air and MacBook Pro Review: The Laptop’s Biggest Leap in Years. Retrieved from https://www.wsj.com/articles/apples-m1-macbook-air-and-macbook-pro-review-the-laptops-biggest-leap-in-years-11605621601

Why Does the Tech Department Say No (and Yes)?

Each week, the Department of Technology & Innovation receives numerous requests for new apps, subscriptions, and other tech-related services. We take great pride in providing Barrington 220 staff the hardware and software they need to do their jobs effectively in a tech-rich and engaging learning environment for students. While we enthusiastically say "yes" to many requests, there are times when we have to say "no." Each request we receive goes through a robust vetting process. In order for a new app or tool to be approved and implemented by the district, we must be able to answer “yes” to each of the following questions.

Is it safe?

Student privacy and security is of the utmost importance to this process. When we receive a request, the first thing we do is read the Privacy Policy and Terms of Service. If an app requires us to share Personally Identifiable Information (PII) we need to know that the developer has taken the required precautions to keep that information safe and that we understand what they have the right to do with that information. If new software does not meet privacy and security requirements, there’s no sense in continuing the approval process. This step takes on a new level of importance with the new Student Online Privacy Protection Act (SOPPA) that takes effect July 1, 2021. If the app meets our standards for privacy and security, we move on to question two.

Does it work?

Next, we need to be certain that the new software works with our technology infrastructure. In this step, we start by checking the specs and minimum requirements. Often, we download the app ourselves and try it out to really understand the user experience. Does the software work on an iPad? Is it compatible with the latest operating system? How much memory will it use on student devices? Will it interfere with existing technology? Does it rely on outdated functionality? Each of these questions and more must be considered. There are few things more frustrating than getting excited about new technology, only to experience glitchy, inconsistent, or failing performance. If the requested software works well with our infrastructure, we move on to question three.

Can we support it?

Once we know an app is safe and promises to work well we need to ensure that reliable support is possible. In this step, we check the app developer’s history of updating and supporting their own app. Sometimes, developers release apps quickly, but don’t produce regular updates and improvements. If this is the case, even apps that work at first are doomed to short lives when operating system and device updates occur. For apps or subscriptions that cost money, we need to make sure the initial cost, and any recurring costs can be sustained. In addition, we need to consider our team’s capacity for supporting new software. This often includes training our LTAs and tech staff. If new tech requires overwhelming support, we may look for more efficient and sustainable alternatives. If sustainable, high-quality support is possible, we move on to question four.

Does it fit our curriculum and instruction?

What is likely the first consideration for teachers doesn’t occur until step four. After all, if the app doesn’t meet any of the previous stipulations, it doesn’t matter how good it is. This step ensures that the focus remains on instructional practice and not the technology itself. Each new app must fit in with our curriculum and instructional pedagogy. Flashy and exciting new tech that encourages bad practice will not continue beyond this stage. Only tech that supports sound instructional strategies and strong curriculum will pass. If an app reaches this step, we bring in the Teaching & Learning Department. This usually starts with a conversation with the Director of Secondary or Elementary Learning—depending on the targeted grade level. The conversation often expands to iDAL coaches, principals, or teachers. Sometimes we will pilot an app or new hardware with a small group of teachers to gauge its fit and effectiveness. This partnership is crucial in ensuring that new software fits in with Barrington 220 educational philosophy and practice and that it supports and enhances our curriculum.  If a request passes this test, it moves to the final question. 

Does it provide something new or better than what we already have?

One of the reasons many teachers give for avoiding technology is the overwhelming experience of finding what they need and the paralysis of too many choices. Do you want to have your students make a video?—Here are NINE Green Screen apps! Do you want to formatively assess?—Here are FIFTEEN quiz show platforms! This final step ensures that Barrington 220 staff has as much tech as we need—and no more. We strive to provide enough tech options that a teacher can do everything they want to without overwhelming them with too many choices. Sometimes, when a teacher requests a new app, they are unaware of something that we already have that will meet the need. In these cases, our efforts turn to informing and supporting the teacher in how to use our existing tech.

If we can answer "yes" to each of these questions, a new app is approved and scoped to Barrington 220 teachers and students. Barrington 220 currently supports over 350 apps scoped to more than 12,000 devices. 

We strive to support innovative teaching practices in a tech-rich and engaging environment. 

NEW One-Minute Spotlight Videos Featuring Barrington 220 Teachers

The Department of Technology & Innovation continues to produce our web series Learning NOW in Barrington 220 at www.youtube.com/learningnow220. Each One-Minute Spotlight episode highlights some of the ways Barrington 220 students are learning in one-minute stories about a particular lesson or activity.

Here are our four newest episodes:

One Minute Spotlight - BMS Prairie - Mrs. Krasnow - Grade 8 Science

Students in Megan Krasnow's Grade 8 Science class at Barrington Middle School–Prairie Campus learn about solubility during a hands-on science lab. Some students complete the lab in school, some complete the lab at home after picking up the lab materials, and some participate virtually on Zoom with an in-school lab partner. Directions are provided through the Schoology learning management system in a Google Slides document, and students report findings in the Notability app with both writing and photos to document observations.

One-Minute Spotlight - North Barrington - Ms. Warrington

North Barrington Grade 5 teacher Michelle Warrington overcomes social distancing of hybrid learning using iPad and Jamboard to allow partners to work together in math.

One-Minute Spotlight – Rose Elementary – Ms. Nowakowski – Grade 4

Grade 4 students in Ms. Nowakowski’s class at Barbara Rose Elementary are learning about the Revolutionary War. They started with an activity using Kahoot! to review events leading up to the war and then researched the Revolutionary War using Padlet. Students will then work with a partner collaborating in Jamboard to complete a project together.

One-Minute Spotlight - Barrington High School PE

Barrington High School PE teachers leverage technology to empower students to own their personal fitness with student voice and choice.

 

SOPPA is served!

     

What is SOPPA you ask? No, it's not a soup or some other kind of new diet. SOPPA is yet another educational acronym that stands for Student Online Privacy Protection Act. This is a new Illinois Law (105 ILCS 85) that states "Effective July 1, 2021, school districts will be required by the Student Online Personal Protection Act (SOPPA) to provide additional guarantees that student data is protected when collected by educational technology companies, and that data is used for beneficial purposes only." 

What does this mean? It means that this law takes effect on July 1, 2021,  and we as a school district must list on our website all digital service providers, apps, and learning platforms that collect student data from us in their systems; have a signed data privacy agreement (DPA) with each vendor; provide a mechanism for parents to exercise their rights regarding their student's data; and provide notification of data breaches.

SOPPA affects and addresses what is known as PII or Personal Identifiable Information. Some examples of PII may include:

• Full Name
• Email Address
• Home Address/Phone Number
• Grades
• Socioeconomic Information
• Test Results
• Photos
• Medical Records

So, what does this mean for Barrington 220? This means that the Technology and Innovation Department is working diligently to bring the district into compliance with all of its digital curriculum, apps, service providers, and web-based learning platforms. In many ways we are already compliant, but we need to display our compliance on our website and work with service providers to agree to our data privacy agreements. 

We are currently ensuring that each of our vendors meet SOPPA compliance. A vendor or provider is “SOPPA-compliant” if it is:

• Not using data for targeted ads.
• Not profiling students except in furtherance of school purposes.
• Not settling or renting student information.
• Not disclosing information unless required by law or as part of maintenance and development of service.
• Using reasonable security practices.
• Deleting student data when requested.
• Publicly disclosing information about its use, terms of service, agreement, and privacy policy.

How can you find out more as to what this means to you as an educator? In the coming months we will be posting more "need to know" facts, and over the summer we will be offering a Summer U class on what you will need to know moving forward with SOPPA in your school and classroom. 

In the meantime, if you are interested in more information about SOPPA, you can access these resources:

• SOPPA Intro Video
• SOPPA Legislative Brief from the Learning Technology Center of Illinois
• SOPPA Q & A

How to Make a Teacher Introduction Video Using Apple Clips

As we near Spring Break, some teachers are necessarily making plans for their summer school classes, and secondary students are considering what courses they are going to take next year. A teacher introduction video is a great way to put a face and a voice on a class for students. Teachers can use the Clips app from Apple to make a quick and easy teacher introduction video. 

Plan

Think about what you’re going to say. The purpose of this video is to put a personality and a face on the class. Introduce yourself and your class. If you’ve got a great class description, you’re already halfway there. It’s a good idea to script out what you're going to say, but be careful not to sound like you're reading a script when you’re talking. Consider spending 15–30 seconds on you and 15–30 seconds on the class description. 

Shoot

Use Clips on your iPad to film the video. You can either shoot the video right in Clips, or import video you create somewhere else. Don’t worry if you mess up. For such a short video, you can always delete the take and try again. To make the best video possible, follow these suggestions:

• Film in a well-lit area. Good lighting is essential to a great video. Eliminate all light behind you and position yourself with plenty of light in front of you. Natural light from a window is your best friend. 
• Check your background for clutter or distractions. The focus should be on you, not your surroundings. This goes for background noise as well. 
• Stand or sit slightly off center. Rather than putting yourself in the middle, this will better capture your viewer’s attention. This is known as the Rule of Thirds.
• Be yourself. Have fun! Smile and speak clearly. As they watch, parents and students are asking themselves if this is someone they want to spend the summer with. 

Edit

Watch the video a few times. Does anything stand out as distracting or off? Reshoot if needed. Use the Clips trim feature to cut any awkward starts or stops. In addition, improve the "polish" of the video with these options:

• Add a "Poster" at the beginning of the video with custom text. A Poster is a background with stylized text. Access Posters by clicking the photo icon and tapping the Photos slider.
• Add music to establish a mood. Access music by tapping the music note in the upper-right corner. Clips has many Soundtracks built in that automatically adjust to the length of the movie.
• Trim clips to the length you want and to cut out any unwanted video. Tap the clip you wish to trim at the bottom and then tap the Trim tool.

You may also add other effects in Clips. Just remember, there’s a fine line between creating enthusiasm and stimulus overload. Adding effects and sound are good ways to get your potential students excited and show your personality, but too much can overwhelm. 

Post

Upload your video to your Google Drive or your YouTube channel and share it with the world!

Need some help? Schedule an appointment with your LTA for assistance with your video. You can also visit the Apple support page for Clips to get step-by-step instructions on how to use Clips. 

Video Production Example

STAGE ONE

First draft. Filmed using Clips in short segments. I decided to film each part separately instead of one longer take so I could later add labels and stickers to specific parts. Each time I messed up (which was a lot) I only had to reshoot the one small segment instead of starting again from the beginning. 

STAGE TWO

Added a poster and a filter. I chose to do a poster at the beginning to grab attention and introduce the course. You could also do posters in the middle or at the end to show important information. I chose the “Vivid Cool” filter for a more modern look and feel.

FINISHED PRODUCT

Added music and labels. Music goes a long way to make a simple video feel more professional. It also communicates emotion in a way words can’t.