Friday, February 4, 2022

Barrington 220 Board of Education Approves New iPads

At the meeting on Monday, January 31, 2022, the Barrington 220 Board of Education unanimously voted to enter into a new iPad lease for the next three years (2022–25). This means that Barrington 220 will upgrade our iPad devices for all students and certified staff for next school year. This decision followed a semester-long device study conducted by the Department of Technology and Innovation with the District Technology Committee. 

In previous school years that include device upgrades, the district Tech Team has been able to swap iPad devices with new models at the end of a school year so students and staff in Summer School can use our new devices, and we can begin the following school year without a device swap disruption. However, due to supply chain issues and greatly increased shipping times, we may be unable to complete all swaps by the end of this school year. Of course, we will do our best to roll out new devices in the least disruptive manner possible given the timeframe we have after the iPads arrive.

Our new iPad devices will be the Generation 9 model (we are currently using the Generation 6). The new iPads have several upgrades, including, but not limited to:

  • A13 Bionic chip with Neural Engine (upgraded from our current A10 Fusion chip). The Neural Engine allows new features such as Live Text so photos of text are automatically converted to text that can be copied and pasted into typed documents (it also works on handwriting if it’s legible).
  • The front and back cameras are both 12MP, a major upgrade to our current iPad 6 cameras (8MP back and 1.2MP front cameras).
  • Storage on the iPad 9 is doubled to 64GB (from 32GB on the iPad 6).
  • The touchscreen is larger at 10.3 inches (diagonal), compared to the 9.7-inch screen of the iPad 6.
  • The battery is still rated at 10 hours of use when fully charged.
  • Complete Technical Specifications for the iPad Generation 9 are available here. Also check out the Apple Education page highlighting the iPad Generation 9 here.

The new iPads will come with new cases with a design similar to our current cases. We will get the STM Dux Plus Duo model cases with the following features:

  • Exceeds U.S. Military-Standard drop tests
  • Magnetic closure
  • Transparent back for asset tagging
  • Integrated storage to accommodate a Logitech Crayon (or Apple Pencil)

We are also purchasing new Logitech Crayons for all students and staff to replace those currently in use. We will keep and test our functioning old Logitech Crayons for use as replacements and harvest parts for future repairs.

Our shipments are currently predicted to begin arriving in mid-April. Upon delivery, we will have in-house processing to complete—unpackage iPads, cases, and Logitech Crayons; barcode iPads; install cases on iPads. After processing we can begin delivering to schools, collecting old iPads, and distributing/setting up new iPads.

Helping Students Most in Need During Unprecedented Times

Even though the IC (Infinite Campus) team deals with student information services on a daily basis, you may not know that we are also the department that serves the needs of our students in transitional housing, sometimes called Homeless students. While I (Phil Hintz) am the Director of Student Information Services, I am also the Homeless Liaison, a.k.a. McKinney-Vento Liaison for Barrington 220.  I wanted to bring this to your attention because we do have a homeless student population in the district if you were not aware. In these "unprecedented times" we are starting to become aware of more and more students and families who could use our help just to get by day to day. This is especially important as we think about and nurture the social-emotional learning needs of our students and what their life is like outside of the school day hours. 

That being said, I would like to ask all of our district staff to put the signs of homelessness and Social-Emotional Learning (SEL) needs on your radar as you interact with our students day to day, both remotely and in-person. This document can help you look for warning signs and provide tips for identifying homeless children and youth in your classrooms or around school. 

If you suspect that a student might fall into this category based on your observations or interactions with their parents, please let your building principal or social worker know what led you to believe that you have a student that could fall into the category of homelessness or needing additional resources. They can follow up on it and get in touch with me if necessary.

Since you are on the front lines for identifying our students of need and you #SeeTheStudent220 each day, we really need your eyes and ears to help us meet the needs of our students—even if they don't think they have a need themselves.  Please click here to make yourself familiar with some of the tell-tale signs that can help to identify our students in need. It could mean all the difference to that child and/or family. Since teachers are in the business of making a difference in children's lives, you are the perfect person to do this!

Back Up iPad Content

With our current iPads coming to the end of their lease, it is a great time to start thinking about backing up the content that you would like to save before the swap. There are several apps that contain items that are saved to the iPad itself. Photos and Notability are two apps described here.

Back Up Photos and Videos to Google Photos

1. Download Google Photos from Self Service.

2. Open Google Photos.


3. Choose the Google account that you'd like to use with Google Photos.

4. Click Back Up as your name.

5. Choose the quality of the photos you're saving.

6. Click Confirm.


Back Up Notability Files to Google Drive

1. Open Notability.

2. Tap the Settings gear in the bottom-left corner.

3. Tap Auto-Backup.

4. Tap Google Drive to select it. The Notability app automatically saves copies to Google Drive.

Update macOS on District M1 MacBook Air Laptops

Each time Apple—or any other device maker—updates an operating system (OS), users can expect bug fixes and occasional new or enhanced features. In Barrington 220, we also take the additional steps of testing upgrades and updates before we make them available to be certain that all our critical systems continue to function as expected. More importantly, macOS updates deliver the most current security updates to your computer. Thus, on your work and personal devices, it's a good idea to keep them updated. As you will see below, Apple has made this easy.

If you have one of the older MacBook Air laptops (the light silver models in their fourth year of operation), we recommend staying on the version of macOS you are currently on since we'll be swapping those laptops relatively soon.

Here's how you upgrade macOS on your MacBook Air M1. 

If you go the Apple Menu and select About This Mac, you can find out which version of macOS you're running. If you are on Big Sur (macOS 11), we recommend upgrading to Monterey (macOS 12).




Close the About This Mac window and again, go to the Apple Menu, but this time select System Preferences.



In System Preferences click on Software Update.


In Software Update you'll see if there is an update or upgrade available. If the button on the right says Upgrade Now, that means there is a full OS version available, like going from Big Sur to Monterey. If it says Update Now, it means there is a "dot" version available, like going from 12.1 to 12.2.

At the bottom of the Software Update pane you'll see Automatically keep my Mac up to date. 
1. We recommend checking that box. 
2. If you do check it, click on Advanced.


In the Advanced window we recommend having Check for updates and Download new updates when available checked. This means the update installer will automatically be on your computer and ready to go when you want to update, saving you from having to wait for the download. We also recommend having Install system data files and security updates checked. This will insure that important files and security updates will be applied without your intervention.



Now you should be set up for easier and faster upgrade/updates in the future. 

Minor updates can take about 10 minutes, while major upgrades can take around 30 minutes—so make sure you allow time for the process to complete before closing the laptop lid.

You may also occasionally get a "nudge" from us, reminding you to update your OS. Please take the time to do so as soon as possible so your computer has the latest features, bug fixes, and security updates Apple has to offer.

Misidentified Spam in barrington220.org Email from Yahoo and Hotmail

As you have likely noticed, our barrington220.org email system uses Google's Gmail system as our district's email provider for both staff and student (bsd220.org) email. For the past several months, the tech team has heard about situations where email senders with addresses from domains such as yahoo.com and hotmail.com are sent automatically to Google's Spam folder. 

This is an issue with all Gmail—not just Barrington 220’s Gmail. The IT language for this phenomenon is “Domain Reputation,” and apparently Google has determined that Yahoo, Hotmail—and many other email domains–have a Bad (or Low) Domain Reputation.

Google specifically defines and ranks Domain Reputation on a scale that spans Bad, Low, Medium/Fair, to High. Google states that email from a domain with a Bad Domain Reputation is one that has a "history of sending an enormously high volume of spam. Mail coming from this entity will almost always be rejected at SMTP or marked as spam." Likewise, email from a Low Domain Reputation will "likely be marked as spam."

For us as users of a Google-based email system, this means that we should occasionally look through our Spam folder to see if any legitimate email senders have been flagged as Spam. If so, we can do two things: 

  • Mark the email as “Not Spam” 
  • Add the email address to your Contacts

These actions will prevent further issues with this address. 


Source: Gmail Postmaster Tools


A Stoic's Guide to EdTech

A Philosophical Approach to Implementing Technology into Your Classroom

Roman Emperor Marcus Aurelius died 1830 years before the release of the first iPad, and yet he was still able to accomplish so much. Armed with the writings of Seneca the playwright and Epictetus the teacher, the last of the “Five Good Emperors” ruled over one of the largest empires the world has ever known during its height of power and prosperity. During his reign, Marcus Aurelius wrote countless private notes about striving to be a man of virtue and wisdom. Miraculously, these notes survived are collectively known to the world as Meditations of Marcus Aurelius and are considered among the cornerstone documents of Stoic philosophy. 

Stoicism is often misunderstood in the modern world as a synonym for the emotionless, detached demeanor of one who passively endures hardships. However, even a cursory examination of Stoicism reveals a treasure trove of wisdom. Author and speaker Ryan Holiday states that "in its rightful place, Stoicism is a tool in the pursuit of self-mastery, perseverance, and wisdom: something one uses to live a great life" (The Daily Stoic). If one accepts that Stoicism is a tool for improving our lives in the areas in which we struggle, it’s not a far stretch to realize that a teacher can apply this thinking to the classroom. More specifically, exploring the virtues of Stoicism can help those who may be reluctant to implement educational technology in their classrooms to find an approach that works for them. 

Here are six key ideas of Stoic philosophy in relation to educational technology (EdTech).

1. Focus on what is essential

Many times, teachers who are venturing into the world of EdTech wrongly focus on the tool. Some teachers will make their EdTech goals somewhat general, such as "we're going to use the iPad more," or "I want to figure out how to use this app in my lesson." Teachers may set themselves up for entertaining lessons that lack substance by focusing on tools and gadgets. Instead, focus on the qualities you value and want to see in your students. When planning, instead of asking how to use new tools, ask how to invite more creativity into your class. How can students collaborate more effectively? How can I offer a choice of resources in an efficient and manageable way? The right tools and strategies become more apparent when you ask these questions. Staying focused on the valued goal of learning instead of the technology, teachers can identify what they value and the 'why' of instructional technology.

2. Put your efforts into what you can control

The Stoic, Seneca, said that the rightful organization of the world is in two categories: what we can control, and what we cannot. Teachers often choose to stick to what they know and fall into established routines because they concern themselves with things outside of their control. Teachers do not control their students' readiness for technology or network reliability. They do not control how much tech their colleagues know or whether an app will work or crash. What they do control is their attitude toward trying something new and how they respond if things don’t go according to plan. They do control the instructional choices they make and the pace at which they choose to learn new tech-based strategies. Teachers do control the attitude, curiosity, vulnerability, and risk-taking approach they model in their classroom. By focusing on what you can control, instead of what is outside your control, you are less likely to get rattled and more likely to remain effective in challenging situations.  

3. Anticipate that things will go wrong

In my work with Apple Professional Learning Specialists, I experienced the willingness to embrace and celebrate when things go wrong. Whenever tech doesn’t work as predicted in an Apple training, the trainers collectively shout out a big "Woohoo!" The one certainty with teaching with technology is that something will go wrong. If you accept that reality and anticipate the things that might derail a lesson, you are far more likely to respond positively and effectively when they inevitably do. This doesn't mean that you wish for things to go wrong or that you have to plan for every possible scenario. It means that you accept that not everything will be perfect, but you're willing to try anyway.

4. The obstacle is the way

Modern-day Stoic writer Ryan Holiday wrote a best-selling book with the title, The Obstacle is the Way. It means is that the things we see as impediments to our learning or our success are the things that will create our learning and success. In other words, the best way to learn how to use EdTech in the classroom is to try it and struggle. Every misstep that happens when trying something new is an opportunity to learn and grow. Instead of hoping mistakes won't happen, wish for them and reframe them as the opportunities they represent. Some of the most effective users of EdTech employ the "situational learning" method to grow their practice. Rather than taking a course to learn all about iMovie, they assign a project that uses iMove and learn the necessary features to complete the assignment with their students. Then, they assign something else that requires a different tool or different features and use that as a learning opportunity. They slowly but surely take these pieces of knowledge needed for specific situations and build a vast body of skills and tools. Creating conditions in which they and their students will struggle reveals learning opportunities by overcoming small, surmountable obstacles.

5. Don’t compare yourself to others

As I visit classrooms and observe teachers and students, I meet so many people with an apologetic demeanor for not knowing something about EdTech. Some act as if I am somehow judging them or going to call out how little they know because I have the word "Technology" in my job title. They don’t see my vast ignorance or how many times a day I need to Google something because I don’t know it. People often share that they feel "dumb" or somehow "less than" when they see their colleagues implementing tech. They express overwhelming hopelessness when they think about trying to learn more. The fact is, wherever you are in your understanding of EdTech, that is your starting point. Wishing to know more, or comparing yourself to those who do, will not change that. However, by accepting your current reality and not wanting to be where someone else is, you will find the energy to learn one new thing that may build on another and another until you know more than you currently do. If we can accept where we are in our journey, those around us who know more than we do stop appearing as reminders of our failings and start appearing as resources of vast knowledge we're suddenly excited to explore. In addition, when you stop comparing yourself to others, you may find that you stop caring what others think as well. This bonus consequence has the added value of freeing you to be more open with tech shortcomings and more likely to want to work on them. 

6. Have the courage to do what is right

Seeking help in learning something new requires the courage and wisdom to admit that you do not already know it. I have yet to meet a teacher who doesn't see the importance of technology in the lives of the students they teach. I have yet to meet a teacher that doesn't understand the responsibility to create a learning environment that reflects the world our students navigate outside their classroom. I have met many teachers, myself included, who experience fear of the unknown. How can you ask your students to be curious, risk-taking lifelong learners if you're not willing to do the same? If these are ideas you hold your students accountable to, you must hold yourself responsible to them as well. I know there are many other impediments to implementing EdTech than lacking courage, and I don't want to imply that every teacher is scared to try something new. Right now, we are teaching in a pandemic. Our time and energy are pulled in a thousand different directions. There are so many high-priority things to focus on that it is often hard to find the time to learn about tech tools. To that, I refer back to number one on this list. If we believe it is essential to help students tap the vast power of technology to create, think critically, collaborate, and communicate, then we must prioritize it as a goal. 


New Cybersecurity Protocols in the Works for Barrington 220 Staff

As Barrington 220 staff members, we are aware of the importance of selecting and managing passwords in the many accounts we use in both our professional and personal lives. Those of us in tech leadership roles have been explaining, recommending—and sometimes imposing—password and/or passphrase guidelines for technology systems. 

For the past few years, you may have also been asked by certain systems to set up the industry's latest security feature known by several names including "two-factor verification," "two-factor authentication," or "multi-factor authentication." These various names are all versions of the same idea.

Systems that use multi-factor authentication (MFA) require two or more methods for a user to access a system, usually consisting of something you know (i.e., a password) and something you have (i.e., a device or app different from the one you are using to access a system).

As cybersecurity breaches continue to affect school districts, our district's insurance carriers are now imposing  multi-factor authentication security requirements on Barrington 220 and other school districts. The Tech Team is working on a new system that will add multi-factor authentication and other benefits to our overall security and access.

Stay tuned for further information in the next few months about this important security topic and instructions for setting up multi-factor authentication in Barrington 220.

Popular Recent Posts