MyNotes: 5 Social Media Tips for School District Communications

“Social media gives us tremendous power, but not everyone chooses to use that power for good.” 

Source: ln.is/buff.ly/zN3GC via @deannamascle

A few years ago, I wrote an article, Reaching for the Heart: 5 Tips for School District Communications, which focused on the use social media. At the end of this blog entry, I re-share the 5 Tips again for schools.

In that article, I share the following:

…time and again, school districts step back from encouraging their staff, students and parents from using social media. Failure to embrace these tools leaves school districts open to attacks, but times are changing–parents are fighting back using social media. “Activist parents now have,” points out Dr. Scott McLeod, “a bevy of new tools and strategies to help facilitate their agendas and they are not afraid to use them. School organizations are going to have to get used to this new state of affairs in which parent activism and criticism are more public, permanent, and far-reaching.”

Earlier today, I had the opportunity to listen to an engaging presentation by Suzanne Marchman, Director of Communications & Media Relations, TASAnet.org on Media Relations: Tips & Techniques for Working with the Media. 

In this blog entry, you’ll find some of my take-aways–and any errors are mine–from her presentation:

Understanding Today’s Media Environment
  1. Pressure on today’s reporter
  2. Slow death of traditional media
  3. On deadline, all the time
  4. Information Overload
  5. Impact of social media
  6. Rise of video, reader comments
  7. News is often adverse, negative, tense, dramatic
  8. Media are extremely competitive (it’s about ratings & readership)
  9. When you know ratings is what is motivating a reporter…it changes the way he views…how can I get you to watch? What is their angle?
  10. Keep those things in the back of your mind. NOT all reporters are bad or out to get the dirt.
  11. What is “news?”
  12. What makes the news?
  13. How can you make the news?
  1. Leander ISD Bus Driver Video
  2. View Leander ISD bus driver video
  3. Avoid no-win interviews
  4. The District provided a written statement, as well as the relevant Penal Code. Provide the reporter with filler.
  5. In that particular situation, a letter was sent home with students.
  • New Rules of Social Media
    1. Everything you say or do can be broadcast faster, wider, in shorter form, and without context:
    2. Twitter
    3. Facebook
    4. YouTube
    5. Blogs
    6. Any of those can become a firing squad.
  • Reporters use social media:
    1. Find sources
    2. Search for story ideas
    3. Create buzz about a story they’re covering
    4. Provide real-time coverage of events
    5. Consider social media fair game for quotes without permission
    6. Print reporters will find negative perspectives
  • It’s Not Just Reporters Using Social Media
    1. Kyron Birdine, a junior at Arlington High School, was suspended after tweeting a photo of his STAAR test.
    2. View news story
    3. Kneejerk reaction from TEA and school district. All of this hits the media
  • It’s Not Just Reporters Using Social Media
    1. Jonathan Stickland: “I am a bit extra heated tonight. I just wrote a $2600 check to the state of Texas for my property taxes that will go to pay for a educational system that sucks and my family will never use. It is bull***t and its unfair (August 25, 2011 at 11:05pm)
    2. Ginger Russell, Red Hot Conservative blogger (http://www.redhotconservative.com/)
  • When You Get the Call
    1. …and you don’t know what to say, buy yourself some time.
    2. Ask the reporter if they would be willing to email you their questions.
    3. Find out the reporter’s deadline. If you know you can’t meet it, say so.
    4. Tell them you are working on a deadline. “If you gotta a minute, could you email me your questions?”
    5. For TV reporters, deadline is 5:00pm.
    6. Let the reporter know when you expect to have an answer. Don’t let their be a big gap in the time from reporter’s first contact to present. This will help build a relationship that will get them to have your back and they will avoid “throwing your district under the bus.”
    7. Gather your facts.
    8. Brainstorm potential questions that may be asked and prepare your responses.
    9. Why should she care about your story?
    10. What questions might be asked?
    11. What follow-up questions might be prompted by your answers?
    12. WHat’s the purpose of the interview? What’s the story?
  • The Interview
    1. Find out the nature of the interview.
    2. Ask for the reporter’s deadline.
    3. Let the reporter know when you can be available.
    4. Give yourself time to prepare, even if it’s just 5 minutes.
    5. Be in control of the interview.
  • Your message
    1. Before you begin the interview, gather all your facts.
    2. Decide the 3 most important things you want to say and then write them down.
    3. Brainstorm potential questions that may be asked and prepare some type of response.
    4. Relax.
    5. Respond with confidence.
    6. Be aware of your body language.
      1. Be careful of perceptions
    7. Look at the reporter when answering questions.
    8. Avoid saying “No comment”
    9. Using stall tactics can also result in “No Comment”
      1. “Superintendent Jones was unavailable for comment yesterday, despite repeated attempts.”
    10. Stick to the facts.
    11. Answer the questions as succinctly as possible. Stop talking when you have answered the question.
    12. Avoid the jargon…or at least be prepared to explain. (e.g. AYP, AEIS, PEIMS, ADA, ARD)
    13. If a reporter repeats a question, repeat your original answer.
    14. Avoid guessing, speculating or answering “what if” or hypothetical questions.
    15. Nothing is ever “off the record.”
  • Bridging Your Message – AVOID THIS TECHNIQUE
    1. “Bridging” is a technique to avoid answering a question and redirect the reporter back to your key message. Bridging is often a crutch for politicians.
      1. “What important to remember…”
      2. That’s certainly a concern, but the real issue is…”
      3. “Let’s not forget…”
      4. “Before I answer that…”
      5. Let me put that in perspective…”
      6. Let’s start at the beginning…”
  • Tips for TV & Radio Interviews – Questions to Ask Beforehand:
    1. Is it live or pre-recorded?
    2. How long is it going to be? When is it broadcast?
    3. What’s the format? One on one interview, debate, questions from callers?
    4. What is the purpose?
    5. Who else is involved?
    6. Who is the interviewer/host?
  • On-Camera Interview
    1. Before the camera begins to roll, ask what to expect.
    2. Relax. Use positive body language and a friendly greeting.
    3. Look at and talk to the reporter (not the camera) when answering questions.
    4. Keep an open face and smile when appropriate.
    5. State the most important information first.
    6. Keep your answers brief. Make only one point per sentence.
    7. Avoid distracting mannerisms (like jingling pocket change, tapping fingers, rocking in a chair).
    8. Answer the question, then stop talking. The reporter is not going to broadcast “dead air”
    9. Repeat, repeat, repeat your most important message.
    10. If it’s taped, ask to start over if you stumble
    11. If you don’t know something, say so.
    12. Not responding at all on camera to a question can hurt your credibility. Dead air is okay, but only if you have given some type of answer.
    13. “I don’t have that information here, but I’m happy to get it for you and send it to you later today or when we’re done.”
    14. Nothing is ever “off the record.” No matter how nice or friendly a reporter is, or how many times they say “this is off the record,” everything you say has the potential to end up in the news–either in print or on air. Be aware of your comments after the interview.
  • So, as promised, please find my 5 tips below for schools:
    Here are 5 tips for K-12 educators, communication professionals or not, inspired by Social Media Explorer similar blog entry:

    1. Craft A True Story Worth Sharing: Content that hasn’t been prefabricated, is lifeless and written in third person, but is authentic, transparent, open about success as well as failure will be read by your constituents. Start with a story, including audio, video, avoiding being limited by one format or another (e.g. text, video, audio). What a great way for students, community members and staff to find out what is going on from others in their organization. 
    2. Make Content Sharing Easy: Press releases on a web site just do not work anymore. Traditional web sites that can’t be subscribed to using RSS feeds or that allow email subscription are dead sites. Use social media workflows that allow you to post content once in a blog then it is autoshared via social media outlets like Twitter, Google+, Facebook, Instagram, etc. 
    3. Create a Content Calendar: In your District, there are many wonderful things happening that your community wants to know about. Create a content calendar that enables you to map out with a calendar what you will be sharing with others online.
    4. Define and Build Relationships: While it may not be popular to follow your local news reporters via Twitter, it is critical that you do so. It is critical because you can raise their awareness by the engaging content that you are sharing about your school district. While they may want to focus on the negative, you can mitigate the effect of their tweets by building a relationship of trust and integrity through the stories you share about your district, your campus, and your classroom.
    5. Make Offline Available Online: Every speaking engagement, each meeting is an opportunity to share your ideas. Avoid the mistake of creating content solely for online or offline audiences. When you create offline content–a conversation with parents at the morning coffee meet-n-mingle with the principal–take the time to write about it, maybe even debrief a parent in a one on one conversation. “What did you think about our morning coffee meeting? How did it impact you?” Take the time to share what you’re doing online.

    These 5 tips combined with Ms. Marchman’s advice will serve you well.

    Remember: With great power comes great responsibility. Social media gives us tremendous power, but not everyone chooses to use that power for good. Are you following, inquiring, engaging, and feeding others through your social media accounts? Being a connected educator means that you are making connections and help others do so as well. (Source: Connected=Community, by @deannamascle)


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    Going 1 to 1 with…Something

    After reading this Gartner report summary…

    “IT leaders can spend half a million dollars to buy and support 1,000 enterprise-owned tablets, while they can support 2,745 user-owned tablets with that same budget,” said Federica Troni, research director at Gartner. “Without a stipend, direct costs of user-owned tablets are 64 per cent lower. When organizations have several users who want a tablet as a device of convenience, offering a BYOD option is the best alternative to limit cost and broaden access.” Source: CBROnline

    …a question popped into my mind. The question is, what’s the cost of going 1 to 1 in a local district given these numbers:

    • Staff: 1,233
    • Students: 9,820, which breaks out in this way:
    • PreK-3: 3,038
    • Grades 4-5: 1,457
    • Grades 6-8: 2,293
    • Grades 9-12: 3,032

    Some “givens” we can work from:

    • 100% wireless access everywhere in schools, so no infrastructure to go build up.
    • Staff and students can bring their own devices (e.g. tablets, smartphones, computers)
    1) Dell Chromebook 11 inch with management –  $314.46 per unit
    • $387,729.18 worth of Chromebooks for 1,233 staff (this is everyone, including custodians, maintenance, paraprofessionals and auxiliary staff, not just teachers and admins).
    • $3,087,997.20 worth of Chromebooks for 9,820 students (this is PreK-12 students). That breaks down in this way:
    • $955,329.50 for 3,038 PreK-3 students
    • $458,168.20 for 1,457 grade 4-5 students
    • $721,056.80 for 2,293 grade 6-8 students
    • $953,442.70 for 3,032 grade 9-12 students
    Main Benefits:
    • Keyboard and trackpad
    • Full support for GoogleApps for Education, including email, calendaring, unlimited online storage, productivity tools like word processing, spreadsheet, drawing, presentations, GoogleVault email archiving.
    • IStation support by January, 2015
    • Think Through Math support available
    • Minimal management, no antivirus/malware solutions needed
    Suggestion(s): To off-set lack of quality image/video capture, buy an iPad Mini per classroom.
    2) iPad Mini with Case with management via JAMF’s CasperSuite – $307
    • $369,900 worth of iPad Minis for 1,233 staff (this is everyone, including custodians, maintenance, paraprofessionals and auxiliary staff, not just teachers and admins).
    • $2,946,000 worth of iPad Minis for 9,820 students (this is PreK-12 students). That breaks down in this way:
    • $911,400 for 3,038 PreK-3 students
    • $437,100 for 1,457 grade 4-5 students
    • $687,900 for 2,293 grade 6-8 students
    • $909,600 for 3,032 grade 9-12 students
    Main Benefits:
    • There are several possibilities depending on your iPad app selections. Most of advantages include easy video/image capture, document camera, etc.
    3) Hybrid Mix

    Some combo of these two devices and desktops.

    Ok, I ran out of gas on this blog entry.
    🙂


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    Sharing WebLinks with Pocket, IFTTT.com, and GoogleDrive (Updated 11/19/14)

    As I was reading about Google updating the Chrome browser on Mac to 64-bit, reading about other stuff that would be great for my team at work to have access to, I wondered how I could get the information to them. There are lots of ways to “tag” work or save it for others and I’ve played around with those (e.g. RSS).

    For fun, though, I wondered what would happen if I had IFTTT.com save anything tagged “2ecto” to a GoogleSheet saved in GoogleDrive. I went that route because I already had my personal Gmail set up as a channel; IFTTT only allows you to have one email per Gmail channel. I didn’t want to have to change that since I use it for other recipes.

    By creating an IFTTT channel based on GoogleDrive, I could use my GoogleApps account to save stuff then auto-share it on a web site.

    What Success Looks Like
    So, here’s what success looks like: http://tinyurl.com/ectoplan (scroll down to see the list of articles)

    As you can see from the image, I have a spreadsheet embedded into my GoogleSites page. A brief excerpt from the page appears, as does a link in case folks want to click through to the main page.

    A cleaned up version featuring a snapshot of embedded HTML version of the spreadsheet:

    Here’s the flow:

    1) I happen to see a web site I want my team to see. So, I tag it in ReadItLater’s Pocket with the tag, “2ecto”

    What’s neat is that I can tag items from anywhere–phone, tablet, computer–and they immediately show up in Pocket, and then get pushed out to my web page.

    2) My IFTTT.com recipe takes anything tagged with “2ecto” and saves it to a spreadsheet in my work GoogleApps/Drive account.

    Get Recipe: Publish Pocket Tagged Items to Drive Spreadsheet 

    3) In the GoogleSheet itself, I have played around with formatting a bit and set up two sheets…one where the raw data comes in, and the other where the data is auto-sorted in descending order (Z to A). This is the equivalent of reverse chronological order.

    This is accomplished using this formula (thanks to this web site for the solution!)…put TRUE for Ascending, FALSE for Descending order on the sort:

    =sort(Shared!A:D, 1, FALSE)

    This means that this sheet (“Shared”):

    Gets auto-sorted and shows up like this:

    Note: You may have noticed that my example has the first row with an incorrect date…sorry about that. I actually re-tagged that item and Nov 15th was the original tag date, but chronologically, it’s the most recent to be put in the spreadsheet. 🙂

    4) The final step, I suppose, would be to get folks to actually visit the web page or email them anytime there is a change. This could be done several ways but I will leave those for another blog post.

    What fun!


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    CTOsRole: District Technology Report Card

    After reviewing this excellent post by Lisa Nielsen, Considerations for EdTech Purchases, I felt inspired to take a stab at a “technology report card.” Unfortunately, it is but a quick stab that doesn’t mention libraries, voice over IP (VOIP), etc. In fact, it is quite deficient.

    Still, it does serve as a list to score technology efforts and identify areas that need to be included…have fun ripping it apart!

    You can actually edit the GoogleDoc if you prefer.

    District Technology Planning
    Report Card


    Infrastructure


    Key Element
    Ideal
    Score
    (0=No, 1=Yes)
    Electrical wiring
    Ample electricity enables almost unlimited # of devices to be connected.
    Wireless access
    40-60 devices can connect per classroom and meeting area with WPA2 Enterprise or better for network+internet, while guests can connect with any device.
    Wired access
    6 network drops in every classroom
    Easy WiFi Logon
    Each user has an account and password;
    Guests and parents have WiFi access as well.
    BYOT
    Staff, students and community can bring their own technology to school.
    CloudApps
    GoogleApps for Education for email, calendaring, document storage (e.g. Drive), collaboration and more.
    Virtualized Servers
    Virtualized servers for easy backup with business continuity and off-site disaster recovery backup.
    Account Management
    Account management and systems integration is synchronized across multiple systems based on data from the Student Information System.
    Multi-Year Upgrade Plan
    A multi-year upgrade plan is in place for key areas of need such as 1) Computer labs (mobile or desktop), 2) Staff productivity; 3) Network Infrastructure; 4)
    Total Score


    Teaching and Learning


    Key Element
    Ideal
    Score
    (0=No, 1=Yes)
    Clear vision
    Clearly articulated vision of what appropriate technology looks like at every grade level and/or content area.
    Digital Citizenship
    Digital Citizenship lessons are available for both staff and students. Confirmation of lessons for students is included.
    Technology Competency Plan
    A technology competency certification plan (TCCP) with differentiated learning paths for all job classifications has been articulated and is in place.
    Blended Learning
    Students have access to blended learning opportunities via online learning/course management systems, flipped classroom approaches.
    Problem/Project-based Learning (PBL)
    School uses problem or project-based learning to engage students in real life use of technology that enhances learning in core content areas.
    Replace, Not Integrate
    Technology-enhanced learning strategies have replaced paper-n-pencil pedagogical strategies.
    Student learning
    Students help define the tasks, process, solution and collaboration extends beyond the classroom
    Higher-Order Thinking
    Students learn and question at synthesis/evaluation/creation levels.
    Learning Experience
    The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students
    Technology
    Technology use is directly connected and needed for task completion and students determine which app(s) would best address their needs
    Total Score


    Administrative, Instructional and Technical Support


    Key Element
    Ideal
    Score
    (0=No, 1=Yes)
    Adequate Staffing
    Adequate technical support proportional to District needs is in place.
    Campus Technology History At-A-Glance
    A history of all purchases, campus improvement plan strategies that include technology are easily accessible in one location.
    Campus Network Maps
    Maps of all campus locations with network drops and wireless access points are available centrally, along with MDF/IDF closet locations.
    Curriculum Handbook
    Curriculum handbook blends technology activities at a high level in all content areas, and is supported by curriculum specialists.
    Data Warehouse
    Data warehouse with support from a database programmer/analyst is available to generate reports from local copies of Student Information System (SIS) data.
    Electronic Inventory
    An electronic inventory system of all technologies is kept and is easily accessible online by stakeholders.
    Video Streaming Solution
    Enables sharing of instructional videos–district staff created–for use by staff, students and community.
    Video Surveillance Server
    Video surveillance servers are sufficient to house video surveillance camera recordings for 2 weeks to 1 month at a time.
    Total Score



    References
    Dr. Chris Moersch’s HEAT

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    Device-Smashing: #iPads, #Chromebooks, Oh My!

    Sitting in a planning conversation with an instructional team–including Mary Ray (@mray29), one of the ideas that popped into my head as we were chatting was the idea of a diverse classroom with multiple devices in it.

    To modify the app smashing definition Greg K came up with, here’s the “device smashing” definition:

    Device smashing is the process of using multiple devices in conjunction with one another to complete a final task or project. 

    I’m going to reflect on this a bit more, but with cloud storage, I find myself jumping from one device to another to get the results I want. As more devices–especially in BYOT environments–are available to students, device smashing will certainly become more common.

    I just don’t know if the name sends the right message, though!


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    Modern Day EdTech #Cursillos @dougpete @gcouros

    The word “coterie” refers to a group of folks with shared interests. Social media–Twitter, Google+, Facebook–makes connecting with people all over the world easy and possible. We are all increasingly part of social media coteries. Does social media make connecting too easy?

    We must recognize the need for a greeting that reflects alignment to core beliefs
    among edtech conferences participants who are expected to lead change in their schools and districts.

    Dougpete, as I know him via Twitter and Plurk, makes this point at Off the Record:

    It’s a phenomenon that happens at every conference.  People see the value of social media and want to be part of it.  Accounts spring up; Twitter and Facebook messages abound; blogs get started. 

    And then? 

    Sometimes, it continues.  Sometimes, it doesn’t.  Sometimes, it goes into dormancy until the next PD event. It’s easy to get swept up with things at a conference.  After all, there are so many new people, new topics, new things, new thinking. Then, you return to reality.
    But why should the enthusiasm stop?  There are great things that are happening in your reality all the time.  Why not share that with the world and continue the process of making connections that you started at the conference?  We all know that learning doesn’t stop – why should the sharing?

    The reality, of course, is that many folks sign up for Twitter but then forget about it. It’s not a daily habit or practice. They leave the conference with no leadership strategy, only a vague expectation that they will share what they have learned, casting knowledge on the waters to see if it floats (it doesn’t).

    Imagine saying to these same individuals, “What are you learning every day and how are you integrating it into your life or work?” It reminds me of the argument for blogging–if your life is real, you learn a lot each day; why not blog about that learning experience?

    In college, a friend dragged me off to a Catholic cursillo, which is defined in the following way and reminds me of what should happen at conferences…the intent is the same, no?

    Cursillos in Christianity (in Spanish: Cursillos de Cristiandad, short course of Christianity) is an apostolic movement of the Roman Catholic Church. It was founded in Majorca, Spain by a group of laymen in 1944, while they were refining a technique to train pilgrimage Christian leaders.
    The Cursillo focuses on showing Christian lay people how to become effective Christian leaders over the course of a three-day weekend. The weekend includes fifteen talks, some given by priests and some by lay people, those talks are called “rollos”. The major emphasis of the weekend is to ask participants to take what they have learned back into the world, on what they call the “fourth day”.  (Find out more: Wikipedia

    It’s easy to see the similarities between these “short courses” design to help people become effective leaders in 3-days (the typical length of an ed-tech conference). We seem disappointed that “the fourth day,” which is when the leaders are to take what they have learned back into their respective worlds, fails.

    Doug’s points are well-taken–as if 3 days of seeing great things other people are doing in their districts could be taken back and result in a change. Change happens slowly, it has to rely on a vibrant community that is willing to support the leaders. In education, “leaders” return from conferences to hostile environments, missionaries for truths that have little incentive in supporting or advocating on behalf of. Of course, truth doesn’t need an advocate…it can stand on its own because it exists outside of any one perspective or viewpoint…it is absolute.

    In edtech, truth is a little more variable, questionable. Why should we pour money into technology when teachers can barely do the paper only versions of writing/reading workshop or PBL or [insert your favorite initiative here that will change learning forever]? That question is problematic because it means edtech advocates are essentially helping others discover a new reality, trying to set in practice new ways of being and doing.

    Find out about PBL

    Consider these two perspectives:

    The aim of the Cursillo:

    What the Cursillo seeks is that Christians learn how to live out these truths, rendering them evident and embodying them in their day to day life with faith that is alive and with human naturalness, so that they may stimulate one’s life and enable one to spread happiness, so that the baptized person may discover, not only his function but also his mission which, through carrying it out and spreading it in his normal daily life, he gradually discovers the meaning of his life and the joy of living it under the light of God, together with his brothers and sisters. (Source: October, 2014 newsletter, National Cursillo Center)

    The aim of the EdTech Conference [forgive the tongue in cheek revision]:

    What the EdTech conference seeks is for educators to learn how to live out the new truths they have discovered, embodying them in their daily lives with a belief that is alive and natural. The reason they want to do this is that they want to stimulate their own life and that of others, so that all may discover their ultimate mission–discovering the meaning of an enriched education and the joy of learning in reflective collaboration with others.

    Funny, huh? This also raises a more profound question. Is our pursuit of technology a facet of our ongoing effort to express the divine in our lives with others as social, human beings?

    “Sometimes human failure is only the beginning of even greater Divine successes.” – Eduardo Bonnin


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    Half-Awake Disaster: Windows Users Beware! #Schannel

    Have you ever done the half-awake, disaster dance? You know, that lousy moment when you drop a jar on the floor and it explodes, leaving you stranded barefoot on your kitchen floor? Or, that moment when a coke explodes because you forgot to open it gradually (come on, Coke, there has to be a better way!) and stains the ceiling and walls?

    The dance, unless you’ve been immobilized by glass shards and liquid shrapnel combined with a dose of shock, involves waving your arms around, and yelling, “Why me? Why now?!?”

    Image Source: http://goo.gl/HYkYC1

    “What’s this bouncy window in the background?” The question from my wife prompted my latest hop-a-about this morning, as I struggled to work the lagañas (in English, “sleepy dust?”) out of my eyes, knocking my glasses to the floor. Thank goodness, they bounced.  “I clicked on the zip file attachment to my email.”
    “Why did you do that?” My panic center sends out an alert, bypassing my normal, cool relaxed approach.
    “I needed to see what my friend had sent me.”

    Let’s review the facts:

    1. Spouse clicked on zipped file.
    2. Bouncy windows in the background.
    3. Major Windows Beware announcements everywhere.
    4. Local news stations saying, “Don’t click that link or attachment in your email!”

    The thought of re-imaging a hard drive that I’d just setup this weekend–What horror!

    Running Windows? You should probably run your updates about now. A serious new vulnerability has been confirmed as present in all versions of Windows from Vista onwards which has the potential to let hackers execute their own arbitrary code.
    The issue (CVE number CVE-2014-6321) is rated critical by Microsoft, and affected users are being strongly encouraged to update their systems. 

    Vulnerable versions of Windows include Vista, 7, 8 and 8.1 (both RT and non-RT). Also at risk is Microsoft’s server family of operating systems, including Windows 2003, 2008 and 2012. Source: MakeUseOf

    “Dad,” asked my son miserably, “does this mean you’re going to put linux on that computer now?”
    “Yes, sir! LubuntuLinux!” I replied as I sipped my hazelnut capuchino. “At least, one one side of it” referring to the dual-boot process possible.

    Some Windows-centric backup solutions:

    1. EaseUs ToDo Backup
    2. Data File Backup
    3. Windows 8.1 System Image Backup
    4. AOMEI Backupper (free edition)
    5. Paragon Backup and Recovery
    Of course, my preference is to use something like PartImage, PINGFSArchiver, or, sigh, DD. Whatever is most exciting.
    😉

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    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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