Revindicating the Y in BYOD

"If mum lends me her tablet, is that BYOD, too, Ms Andy?"

This came from a 10 year old student, and however simple the question might seem at first sight, it's quite tricky to answer. Even more so if you´re trying to make a strong point out of the fact of the YOUR part of the acronym.

What does YOUR device mean exactly? Do we need to revindicate the Y? This young mind had definitely hit the point.

After a full three month term of using school owned tablets in all years in Primary, I think I'm beginning to draw some conclusions on the whole BYOD programme, which is happening only in the last years (Y5 & Y6),  and in its impact in every day life at school.

The fact the device is personal brings a richer experience.

We started using the mobile devices in reading sessions, once a week. Of course the school had its own lot of tablets to share with those students who couldn´t or wouldn´t bring theirs. And so the first hurdles popped up. Quite significant skills like making annotations, margin notes, even bookmarks became meaningless when using devices from the "public" school cart. 

And on the other side, those bringing their own devices not only became experts in using their own reading apps, and dictionaries, but also started developing other important abilities related to keeping track of their learning; such as self reminders, highlights and customized explanations, among other things.

Even using their own picture gallery proved an asset as the whole thing became integrated beyond simply reading into blogging, book club activities, even dowloading other books or stories related to the topic or author. So without really meaning it, we created a gap between the owns with their big Y and those using the schools´ devices.

Teacher planning is paramount. No big wonder in this statement. Yet...

Even if I´m a big fan of a student centred approach for the classroom, I strongly believe that it´s the teacher´s responsibility above all to set clear goals and make full meaning of the devices. Why? Well, to make sure you´re ever going to get closer to those aims. It´s also true that kids make wonders when using technology, creativity unveils and almost anything that they do will certainly motivate them and teach them something. But does it match the original intention for that particular learning session? 

So I´ve seen fabulous lessons with mobile devices that got carried away, not complying with anything but pure magic. Yet, as teachers we hold the responsibility of guiding students´ production towards a clear aim, which needs to become clear to them as well sooner or later. I like John Dewey´s quote that goes "We do not learn from experience.... we learn from reflecting on experience."

Take a look at this webpage from Edutopia for more advice on mobile devices in action.

Another important aspect lies on the motivational side and the essence of our 21st century students. So far, the BYOD policy the school has implemented hasn´t been on the way. On the contrary, I believe having one written down, to share with parents and teachers has brought down quite a lot of prejudice and hesitation on what was accepted and what was not as part of the programme.

Let´s wait and see what happens in our next term with the Ys in the non-standarized-multi-platform environment that we are building in our classrooms.

As the image says, I do not expect peace and quiet, but we are learning here!

Secondary School signed up for BYOD, and what about Primary?

First graders reading an interactive story at BDS Library

Being part of a K-12 institution that takes pride in having a very high profile towards ICT integration in the classroom poses different challenges for everybody around school. Teachers, wondering "what´s next?", students who feel skeptical about the true meaning of BYOD at least for now, parents trying to fall in the line, administrators trying to figure out the budget.

This of course includes me, the Headmistress in Primary, former ICT Coordinator and Systems Manager - mind you I´m still not sure whether this last statement is actually making things any easier for me or not. Our Secondary School (Middle and Senior) is finding its way in the initial phases of a BYOD programme launched this term, back in February 25th, and that is BIG news for us all.

Of course, I feel part of that development. Even if I´m not able to be hands on right now from my present position, I would like to think I´m still its god-mother or something like it (so typical, motherly comment, you´re right). In that sense, I can still see the effects of my actions -good and bad-  a few months back in terms of setting the grounds technologically  speaking (infrastructure) and also thinking about my strong vision to devote all necessary resources for teachers to the lead the change. I´m grateful I can still participate in different ways in the project, as I was recently invited to write out a draft for the mobile device policy for students and hold weekly meetings with key actors in the staff.

Back in Primary, the point is how to adapt BYOD to the early years all throughout Year 6 and yet not think of Secondary school as the crossing line, but looking beyond it. We are moving together, not in batch processing. 

For now, the plan is to use the school´s mobile labs with 10 inch Android Tablets as early as first form, while inviting the eldest students in Primary, i.e. Year 6 for now, to bring their own devices certain days of the week. Both English and Spanish teachers are getting involved, especially our Librarians who have proved to be invaluable players in the team providing the most fabulous contents for students to experiment, learn and have fun. This is probably a keypoint: digital resources. Ebooks, apps, websites, even Britannica Online, they are all essential to offer teachers alternatives while they come up with their own production. We are lucky to have an LMS already well established in all Primary, with teachers being able to design their courses, add content, mentor groups in forums and ignite class blogs in a safe environment, this last something particularly important considering the ages of Primary students, ranging from 6 to 12. So teachers are given the tablets first, to try them out, to play with them, to discuss content with @BDSLibrary, to understand how they can be integrated with the IWB in the classrooms. In a month´s time teacher training will come dealing with specific issues of key content areas like maths and  English, tablet in hand. 

I hope I can slowly see the number of tablets in students´ hands grow, safely and meaningfully, but I´d also love to see staff hugging theirs around school, at a parents´meeting, in the playground and labs, and in the classroom.

Happy Easter for all Christians in the world.

The journey to transformation

Technology is leaving its trace in very different ways for each of us who are part of the world´s education system. Some might be painstakingly trying to adjust to the inevitable,  that is 21st century culture taking grip of schools. Some of us may have already set mind to change, yet clinging to the old paradigms without realizing. Rearranging the deck chairs is how Sir Ken Robinson puts it so cunningly in his article arguing if we really need to keep on trying to adjust old structures or do we really need to be looking at a new beginning. Being part of the transition is never easy... 

So where are we precisely? Even if we agreed with Sir Ken when he argues that the majority of the ‘players’ of world class education seem content with more of the same, but only want it faster, smarter and brighter.... Look out! We should be preparing for reform, not simply redesign.

At an individual level, the path from redesign to reform is a winding trail that takes you from replacement, to enhancement and finally transformation. There´s a very graphic way to pin down your current status as a professional educator in this journey. We usually start using ICT as a replacement tool: apps and devices help us replace something we could do at a table or with paper, laminated cards, etc. It´s just providing extra motivational features. This is not a negative, on the contrary, as these tools engage children. The point is, replacement does not enhance the learning and therefore a transformation in the learning culture doesn't happen.

So enhancement comes next, when we start to use tools which allow us to 'do more' than we could do with physical resources. Technology opens up new dimensions for it´s uniqueness in terms of multimedia and global communications capabilities.

When are we really at a transformation stage? Or better still, are schools ready for that or are we content with simply rearranging the deck chairs in the Titanic, even after it had hit the iceberg, for it will take time to sink? While we still have schools run under the Industrial Revolution´s standards the key might be if we really use ICT to empower students to become self-motivated, creative individuals who can produce knowledge as well as consume it, even if it´s beyond the syllabus.

This, they way I see it, is one of the most crucial areas of staff training: to get teachers to accept that in a fast-moving, hi-tech world, they are no longer the "sage on the stage". How am I preparing my students for the workplaces they will be employed in? How am I preparing them for jobs which don't exist yet? 

In a BYOD environment, teachers will be at different stages from replacement, to enhancement or striving to transformation. All of this takes time and regular training. It´s good news that there seems to be a global consensus to recognize that the 19th Century paradigm of education is no longer fit for purpose and to forsee that all phases of education serving all sections of the population will undergo enormous changes. 

Even if we are uncertain of the future, the important question is – what to do about it NOW and get started in your own journey to transformation.

Time for planning, time for a fresh start

The beginning of a school year is an excellent time for innovation and reshuffling of class plans and projects and even take the plunge with new ways of approaching our teaching.

Even more so if you have got an excellent excuse, like a brand new BYOD programme at school, to re-think your resources and classroom dynamics.

So here's my humble penny for the endeavor. I've chosen 4 tips to turn your classroom more interactive and digital in a BYOD environment, inspired by one of Edutopia's stared posts.

Tip #1: use a digital icebreaker
A good way to tell your students you're in for productive and creative productions with digital devices is to try out VoiceThread. Tell them you want to hear everyone's voice asking them to follow a VoiceThread prompt. What do you expect of this school year? What are your main interests in this subject? Can you share an image to describe your expectations at this point? You can also model positive feedback by leaving them your own comment online and use this material for reflective practice during the year.

Another interesting tool to gather instant information about what's going on in the classroom is using an online survey tool like surveymonkey.com. Ask your students how much they know about your subject, invite them to share their favourite research links, detect your ICT experts that will help you in your boldest digital acts and save it all in a spreadsheet to register results.


Tip # 2: open a back channel of communication
If want to flip your classroom and foster a collaborative learning atmosphere where the teacher is no longer the only expert, you might be ready to implement a private chat room with a microblogging tool like Twitter. You can even try first with a classroom account, depending on the challenges you're ready to take on (mainly in terms of informal chatting and netiquette).

One of the essential skills we need our students to develop is to convey a message effectively. So if you bring in a tool that challenges them to synthesize their ideas, find the right words, and answer others if they can, builds up everybody's digital literacy skills. You will also discover that some of your low profile students feel more comfortable with this mediating tool and begin to participate actively in your lessons.

Tip # 3: get your digital stuff organized

The best way to define common grounds with students online is to use an information hive. If you already have a learning management system solution like Moodle running in school, make the most of it turning it into a real e-portofolio for your students. Ask them to leave the links to all their digital production there and turn the virtual class into an interactive place. There are various free platforms to create your own virtual course like Edmodo, too, apart from the well known content managers.

Tip #4: be their model, work together

Collaboration is a 21 century must. We need to develop the abilities in our students for them to be part of the global society in an active way, contributing to their time. The way out is through collaborative learning and production.

Be part of the learning process, bring your own device! Use wikis and google.docs to create work teams, and model positive feedback.

Having your students with a device on their desks is a huge thing. Can be scary at times, so I thought I might contribute with this post as a way to trigger some ideas on how to start small but on track, and get warmed up for the school year ahead.

Visit http://www.slideshare.net/mem2009/edutopia-10toptipsforteachingwithnewmedia1 for edutopia's complete resource.

Planning and building blocks

Metaliteracies, opportunities and challenges for BYOD

Even if the school year hasn´t started yet, we are in fact in the middle of Summer holidays right now, the beginning of the school calender ahead, with all its new projects linger in the air, posing a few question marks that accompany the implementation of a BYOD model.

An issue which I still need to come to terms with is the question of whether this new model will really bring benefits academically speaking or just distraction in the classroom. 

For middle and senior school teachers who need to train students to communicate and do research better, how are they going to incorporate digital technologies and devices on a 1 to 1 basis to improve these skills? 

Teachers usually characterize the overall impact of digital technologies being highly positive for students. But they also show mixed feelings about it, for they also think that the use of search engines have conditioned students to expect to find information quickly and easily with a negative impact in research. A very interesting and detailed survey conducted by the PEW Research Center (pewinternet.org) to AP and the National Writing Project teachers shows that most teachers agree that the amount of information available online today is overwhelming for most students. But at the same time they strongly agree that internet enables students to find and use resources that would otherwise not be available to them.

"Today´s students are not skilled enough at thinking critically about or synthesizing the information they find online". Have you ever heard this comment? Well I have, but what worries me is this other question: who has got to address the needs our students have about competences and abilities they need to succeed today and in the near future, including information and media literacy skills?

"Conducting research online can present too many distractions for students  preventing them from fully focusing on the task at hand", referring to online multi-tasking behavior that teachers describe as interference and lack of concentration on a given task. 

My question is, as Marc Prensky puts it beautifully in his paper "Engage Me or Enrage Me”, is it a question of relevance or engagement? Can we capture most of our students attention with old ways? I have a serious doubt here: why is it students don’t have short attention spans for their games, movies, music, or Internet surfing? More and more, they just don’t tolerate the old ways— are we doing better by them? 

So, I think we have to start discussing how to present our curricula in ways that engage our students—not just to create new “lesson plans,” not even just to put the curriculum online. We need to model students and teach them to become information and media literate so that they learn the skills they need to succeed: judging the quality of information,  writing effectively, being responsible online, understanding privacy issues, communicating ideas creatively with a variety of media, finding information quickly,  working in a networked way, understanding the symbols each media gives to the message...

Of course, time is always the issue: time to prepare new lessons, time to implement them and yet meet content restrictions. Let´s not make of it an eternal alibi.

Whether or not we think "digital natives" are different to prior generations, the truth is we need to teach students to be active participants in their surrounding culture so that they (and us!) can contribute with our time.

So I think it´s compelling that we address including meta-literacies accross the curriculum as a great opportunity, empowering students and teachers with plenty of devices at hand. 

I´d love to hear people´s views about this.

  

BYOD – Bring yours!

Pic from http://www.theruckusroom.net/2012/07/byod-the-y2k-for-networking.html

After several years of designing, running and developing its Technological Programme, Belgrano Day School has made a new big step and embraced a BYOD (i.e. Bring Your Own Device) approach to technology at school for 2013. This means learners being able to bring any -yes, any- mobile computing device in to school and connecting it to the internet via the school WiFi connection. May the firewall protect us all!

Now, definitions first. Bring your own device (BYOD) is an educational development and a supplementary school technology resourcing model, where the home and the school collaborate in arranging for students’ use of their own digital technology/ies to be extended into the classroom, and where relevant, the complementary education outside the classroom.

Although we have had a soft launch to this policy at school with some piloting done during 2012 when working on specific projects in different year groups, this year marks the beginning of a progressive implementation. Readiness for this move is essential, and this can be described as meeting the following aspects:

· Being mentally ready, that is, having the vision that its adoption will enhance the quality of the education provided because it is a model of teaching that positions the pupil more centrally and personalises his learning.

· An important number of teachers have normalised the use of the digital in their everyday teaching.

· The school has done its part upgrading its infrastructure and technical support so as to offer all the resources required for the community to work in a networked way.

We have seen a growth of mobile devices connected to our WiFi, on an everyday basis. When students choose to connect to your WiFi that means it meets their standards which is really something in terms of speed and bandwidth.   So many of the devices we expect to summon in this project - hopefully together with tablets and netbooks- were probably already here, but our policy is now to bring those devices out, in public, where they can be successfully used by students and teachers.  As student devices become more mainstream at school, devices will have gone from “under the desk” to “onto the desk”.  

In-service training courses were focused in the use of web based applications to cater for the effective use of personal devices complementing our LMS. I´ve conducted many during 2012, but so far these experiences have taken place with the school´s mobile netbook labs. This trend will naturally grow as teachers and students continue to be empowered to use technology to enrich learning with more devices at hand. There´s a lot of work to do in terms of flipping classrooms and focusing in abilities for the 21st century.

A BYOD approach tries to resemble what goes on outside the classroom, at home, at work, in further university studies. This complex landscape will be a challenge for the school community as a whole . However, it´s what the academic world is showing as the strategy to move forward in this ever rising spiral of technological advancements in education and uncertainty. Diversity of platforms and devices will continue to rule, we are not even close to having a standard, not yet.

We have experienced  that teachers no longer have the sole responsibility of delivering content to students, it just won´t be enough to help them succeed. It´s about meta-literacies, and life-long learning, and being networked and responsible of your digital id.  

I´m facing this with great excitement and commitment, with a couple of aces up my sleeve: flexibility and teamwork. 

A fresh start

“La propia vida si no se cuenta, es apenas algo que transcurre pero nada más” 

(Enrique Vila-Matas)

I had the need to start this first post with the quote above which I learnt from a great friend and colleague, @SaveLear. This statement struck me when I read it in her post, and has become so meaningful to me since then. There´s more to it, as it usually happens with cause-incidence in life: another dear friend and colleague asking me to share about our ICT Integration experience at BDS and our first steps with BYOD. If he had not tweeted it, I might not have taken it as seriously @nickdennis. Wow, so much for our global convergence culture!

So, after giving endless training sessions on why blogging is paramount in teaching, the clock has struck and it is time to live by my own preaching: I´m starting my own Blog on Learning Technologies for K-12. As broad as that, as particular as that can be, my own professional and life experience being out in the open to share. Do I really have something to say? Well, indeed I do... Is it going to be worthwhile reading? God knows...

I´m still wondering about a proper title for my blog; for now, it´s going to be just My reflections... with all its possible meanings. Reflecting inside out, as deep as that can be, but also as a mirror witnesses what goes on around it and becomes proof of the story being told.

So long for now,
Andy