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 Does it rely on outdated functionality?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.
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