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E d Te ch S h o w D a i l y M o n d a y, Ju n e 2 7 , 2 0 1 6 1 0 USING IPAD FOR FORMATIVE ASSESSMENTS, QUIZZES AND EXAMS As more schools introduce iPad pro- grams to provide engaging content to stu- dents, conduct large-scale online assess- ments and enhance the classroom experi- ence, there is one thing to keep in mind: if the readiness for conducting online exams is placed above instructional needs, there is potential for conflict between promoting solutions that support exam day or the learning environment. With that said, the ideal approach fully supports both, and makes exam day just like any other day with the help of great learning tools such as iPad. A Learning Tool Like No Other The iPad offers the ability to conduct enhanced question types on exams, pro- mote higher-order thinking and provide access to a secure ecosystem. iPad is also an approved device to conduct CCSS exams due to its ability to be placed in a secured, locked-down environment. The need for a secure environment is not just to conduct CCSS exams. Institutions need to engage their iPad devices year-round through formative assessments, quizzes and tests to prepare students and teachers for high-stakes exams. It is these less formal, more fre- quent assessments that effect the daily use of the technology and need to be con- sidered as important as supporting high- stakes exams. Take Single App Mode to the Next Level Single app mode allows instructors to lock an iPad into an individual app dur- ing testing. However, to initiate this on each student device requires a time-con- suming, hands-on process, involving IT, with several steps. The most practi- cal and scalable approach to single app mode utilizes mobile device man- agement (MDM) that doesn't require con- tinuous involvement by IT. This option puts the capabilities directly into the hands of the teachers, giving them the desired power to easily start and stop exams right from the classroom. A More Teacher-Focused Solution With Casper Focus or Apple's Classroom app, teachers can quickly – and from their own iPad – select a group of stu- dents, choose the app to be used and ini- tiate single app mode remotely. Students are then switched to and remain focused on that app or website until released by the teacher. This functionality can be used to securely administer high-stakes exams or routine daily quizzes all from within the classroom. At the completion of the assessment period, the teacher can use the iPad to remove the focused app from the entire class, a sub-group or by individual devices as need- ed. The Right Answer for Every Exam Casper Focus from JAMF Software helps teachers regain valuable instruction time through improved classroom manage- ment. From the mundane tasks of reset- ting passcodes to securely preparing stu- dents for exams, Casper Focus is turning the iPad into the ultimate testing tool. Exam day is just another day in the mod- ern classroom when the right tools are in place. Learn more about using and managing iPad in the digital classroom at booth #3724 during ISTE 2016. For more infor- mation, visit www.jamfsoftware.com or call 612.677.7075. APPS FOR SPECIAL EDUCATION "Cognitive [developmental] disabilities" includes intellectual disability, autism spectrum disorders, severe and persistent mental illness, brain injury, stroke, Alzheimer's disease and other dementia related disorders. People with cognitive disabilities are estimated to comprise over 60 percent of the world's total pop- ulation of people with disabilities. AAIDD, the Coleman Institute, the Arc of the United States, the American Network of Community Options and Resource (ANCOR), and state organiza- tions for individuals with developmental disabilities among many other disability organizations have endorsed the state- ment of principles on the rights of all people to inclusion and choice in relation to technology and information access, entitled The Rights of People with Cognitive Disabilities to Technology and Information Access. David Braddock, Professor and Executive Director of the Coleman Institute, remarked, "The formal Declaration is being presented at a time when the pace of the digital age is accel- erating rapidly. Access to technology and information access is essential for com- munity and social participation, employ- ment, education, health and general com- munication. Advocates for people with cognitive disabilities may use this decla- ration to stimulate greater attention nationally and worldwide to the possibil- ities now at hand for people with cogni- tive disabilities through technology while championing their rights as citizens to access to it." "The time has come to move away from relying on after-market 'retro- fitting' to assure technology access for people with intellectual disability," said Margaret Nygren, Executive Director and Chief Executive Officer of AAIDD. It is time for schools and organizations to set high expectations for the technology and applications they are adopting; tools designed for individuals with developmental [cog- nitive] disabilities will ensure their unique needs are met. Mobile technologies have revolutionized instruction and engage- ment for special educa- tion. Today you can find hundreds, if not thousands, of apps identified for disabilities and education. These appli- cations and tools can demonstrate sig- nificant achievement or they can sim- ply fill time without any real results. Attainment technology and apps are designed specifically to meet the unique needs of students with develop- mental disabilities including autism. Attainment's apps include research based strategies of video demos, auto prompt and correction procedures, reduced complexity text, the ability to turn on text to speech and/or symbol supports, scanning and switch access meet the needs of students with alter- native response modes, too. The appli- cations allow for individ- ual student accounts that can be customized with auto data capture. The hardware and apps provided by Attainment have given parents, educa- tors and therapists multiple approaches to teaching a student who develops at a different pace. The Applications and tools allow stu- dents to achieve grade level standards and alternate standards in addition to functional skills related to job/career readiness, personal care skills and adult daily living skills. As educators, you know the power of Howard Gardner 's Theory of Multiple Intelligences; when thought- fully designed applications and tech- nology are used for students with dis- abilities the power of their gifts and talents benefit our homes, schools and communities. Learn more at www.attainmentcompany .com or stop by booth #2948. THE IMPORTANCE OF SAFETY CERTIFICATION FOR CHARGING SYSTEMS By Bob Hill, Ergotron's Global Education Manager No doubt you have already been through at least one or two technology decisions for your school, choosing devices that will meet your student and curriculum needs. Just as you discovered that you weren't always comparing Apples to eReaders, the same is true with the charg- ing systems that keep your devices pow- ered up and in play throughout the school day. There is a tendency to assume that all charging systems are safe, but this is not always true. In fact, all device charg- ing systems are not created equal. Therefore, it is equally important to choose a charging product that has been safety certified by a third-party organiza- tion and that the system is being evaluat- ed as a complete and integrated system. It is important to require this of your sup- plier to ensure the safety of your devices, your facilities and your students. Some manufacturers use individual components that are safety certified, but then combine them into a larger charging system that is not certified. Charging sys- tems that are not evaluated and certified may exceed allowable load limits, there- by causing electrical arcing, facility problems and/or interaction and interfer- ence with other equipment. Safety certifi- cation also ensures that mechanical haz- ards such as user "pinch points," tipping, sharp edges and crush/cut potential are mitigated. What are the risks of using non-cer- tified products? You may be sur- prised at how many there are. Here is a list of considerations when choosing the right systems for your campus: Critical materials are not fire resistant: This is a potential fire hazard if a battery or electrical fault occurs. Electrical hazards are not physically enclosed: Shock hazards exist if ener- gized circuitry can potentially be touched either directly or if exposed metal is not safely grounded or properly isolated. Another fire hazard can exist if the enclo- sure can potentially let out flames or molten metal if an electrical fault occurs inside of the enclosure. Mechanical hazards are not mitigat- ed: If not properly tested and certified, pinch points, tip, crush or cut, sharp edges and moving parts can injure stu- dents and staff. Equipment ratings must meet National Electrical Code: Non-evaluated systems may exceed allow- able load limits causing elec- trical arcing, facility problems and/or interaction and interfer- ence with other equipment. No manufacturing factory quality surveillance: Product quality and consistency must be managed and ensured. Whether you are a choosing a small desktop unit for a back office, a wall unit for an AV center or a full cart for laptops, tablets, Chromebooks or netbooks in the classroom, safety should be a number one priority for all the stakeholders involved. Technology is meant to open up new worlds to the students, not new headaches for teachers and IT staff. Look for the certified safety labels or docu- mentation and be sure to differentiate the whole system is safe. For more information, visit education.ergotron.com or stop by booth #1515.