Bring Your Own Technology: A Public School Technology Policy Case Study

This case study examines a large Texas school district that implemented a “bring your own technology” (BYOT) technology policy. The study considers teachers’, administrators’, and students’ issues and challenges as a result of the implementation. The study finds that although this policy is aligned with national and state technology integration standards for education, it is problematic in reality. Questions are raised about equity and adequacy, the need for professional development to deal with implementation, and the intention versus the reality of BYOT policies

EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2014. Scientific Opinion on Flavouring Group Evaluation 82, Revision 1 (FGE.82Rev1): Consideration of Epoxides evaluated by the JECFA (65 th meeting)

The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to consider evaluations of flavouring substances assessed since 2000 by the Joint FAO/WHO Expert Committee on Food Additives (the JECFA), and to decide whether further evaluation is necessary, as laid down in Commission Regulation (EC) No 1565/2000. The present consideration concerns a group of five epoxides evaluated by the JECFA at the 65th meeting in 2005. This revision is made due to inclusion of one additional substance, beta-ionone epoxide [FL-no: 07.170], cleared for genotoxicity concern and due to additional toxicity data have become available for beta-caryophyllene epoxide [FL-no: 16.043]. Since publication of FGE.82 one substance epoxy oxophorone [FL-no: 16.051] is no longer supported for use as flavouring substances in Europe by Industry and will therefore not be considered any further. The substances were evaluated through a stepwise approach that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity. For four substances [FL-no: 16.015, 16.018, 16.040 and 16.043] the Panel agreed with the JECFA conclusion, “No safety concern at estimated levels of intake as flavouring substances” based on the MSDI approach. For one substance [FL-no: 07.170] additional toxicity data are required. Besides the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been considered and for four substances, the information is adequate; but for the substance [FL-no: 07.170] further information on stereoisomerism is required

A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. Quantitative analysis revealed two statistically significant relationships between policy and reported levels of practice in the classroom. Qualitative elements of the study from interviews and policy ratings revealed six findings that may explain a lack of correlation between policy and practice: a lack of ability for leadership to identify 1:1 program policy; lack among school leaders of perceived relationship between policy and practice; a belief among leaders that they are communicating policy to stakeholders even though they demonstrated difficulty in articulating policy; an inability to identify specific research-based theoretical foundations in policy; a lack of meaningful measurement of practices; and a lack of leadership at the same school to interpret policy similarly. A seventh finding revealed potential patterns between conditions that are addressed extensively in policy and evidence of those conditions in practice. Qualitative findings, in particular, contribute insights into disconnections between policy and practice in 1:1 settings