Transcript Bring Your Own Technology

BRING YOUR OWN
TECHNOLOGY
LEADERSHIP GROUPS
DECEMBER 4TH, 2013
http://www.securedgenetworks.com/secure-edge-networksblog/bid/94661/BYOD-Coming-to-a-School-Near-YouInfographic
AGENDA
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Division and Board Goals
Sharing BYOT
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Areas of Growth (10min)
Division BYOT Support
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Areas of Success (10 min)
Models of Integration
Resources for BYOT
BREAK
Division BYOT Support Ideas
School Action Planning
Next Steps for Leadership Team
PRIORITIES AND GOALS
• Board Level Priorities:
• Improve Student Learning Outcomes:
• Increase technology access in all our schools
• Department Priorities:
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Build an action plan to improve BYOT implementation at the school level
Develop leadership goals for school teams to support the action plan
Collect ideas for providing division level support to the leadership teams
Build a model and capacity that can be replicated at other schools for BYOT support
THE FACTS
77% of parents agree tablets help children’s
learning and creativity
- EverydayFamily.com
90% of students of all ages say that tablets help
them study more efficiently
- EverydayFamily.com
95% of students engaging in BYOD programs are 8 years
of age or older with most at high school.
– Pearson Canada Feb. 2013
Students bring all types of devices and all
devices are not equal in capability
AREAS OF SUCCESS
• In your school
leadership groups,
complete the chart
paper questions.
• What is working
well? What is the
evidence?
• On
chart paper first
and present
AREAS FOR GROWTH
• In your school leadership
groups, complete the chart
paper questions:
• What isn’t working well?
What are some possible
solutions?
PEDAGOGICAL GOALS OF BYOT
SKILL-BASED ADOPTION MODEL
Beginning
Communication:
-Relationships
One way, basic communication primarily using
technology tools with little opportunity for student
participation
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teacher directed at students
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students access information, assignments
posted by the teacher)
Teacher centered, direct instruction is the primary
model for generating learning with technology as an
“add on” or “extra work”
Classroom perspectives are limited to local culture,
classroom ideas or teacher beliefs without input from a
variety of point of view
Communication:
- For Learning
(Setting Objectives and
Providing Feedback)
Teacher provides no feedback to the student:
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assignments, due dates and basic
information is posted
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outcomes are focused on the use of the
technology tool or not clearly stated for
the learner
Communication:
-Of Learning
(Collaborative Learning,
Critical Thinking, Authentic
Audience)
Students repeatedly use one media format for
communication (print, word processing)
Students work primarily independently on technology
projects
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Limited to no opportunity for cultural
awareness or global perspective
Communication is used primarily to support basic
thinking patterns such as using information or sharing
knowledge.
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Multiple perspectives are not evident
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Ideas are not challenged
Developing
Transforming
One way communication with some student
participation to post learning or share
information using the tool
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students post information to the
classroom webpage
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limited to classroom
communication
Teacher centered, direct instruction is the
primary model for generating learning with
technology as an option or replacement for
traditional assignments
-Two way communication feedback loop is strong using the
technology tool (networks exist to pass information back and
forth using technology tools)
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Variety of communication relationships including
teacher to student, peer to peer, and student to
global community
Student centered, constructivist pedagogy with students
using technology in new ways as needed to share their
learning as they develop knowledge
Some examination of different perspectives
in the context of the classroom but limited
interaction with other individuals so that
effective communication regarding different
viewpoints is limited.
Teacher provides some feedback to the
student with the students posting some of
the learning related to the outcomes in class
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rubrics and feedback criteria is
posted
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outcomes for the lesson are
focused on the effective use of
the tool to meet curriculum
outcomes
Students communicate ideas using different
forms of media that are selected by the
teacher to communicate learning.
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Teacher selection of tool and
application for learning
-Students work with peers but their learning
network is limited to classroom interactions
Communication shows evidence of some
higher level thinking patterns.
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The formulation of ideas are
generated using communication
and collaboration to develop
respect for differing opinions and
sensitivity
Students actively seek and communicate with individuals with
varying perspectives to seek clarification and develop
understanding and respect for different cultures and global
awareness.
Teacher provides ongoing, updated relevant outcomes with
assignments, rubrics, exemplars posted
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students are part developing the feedback tools
and have opportunity to provide and receive
timely feedback for themselves and other peers
related to the outcomes
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outcomes for the lesson are focused on the
effective use of the tool to meet curriculum
outcomes and encourage higher order thinking
skills (create, analyze, critique, apply)
Students communicate ideas effectively using different forms
of media effectively for the purpose of the communication
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self-selection and application of the
communication tool to match purpose
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media includes print, video, image, discussion
forms, diagrams
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students understand and demonstrate effective
use of the media
Students interact, and collaborate with peers or other experts
to produce work or solve problems using online tools
Communication consistently shows evidence of some higher
level thinking patterns throughout learning activities to
support the learning process including:
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generating purpose
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raising questions
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using information
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utilizing concepts
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making inferences
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making assumptions
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generating implications
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embodying point of view
TECHNOLOGY BASED ADOPTION MODEL
Initial Training and
Implementation
Collaborative Exploration
Transformation
• Use the device in simple
ways which align with
previous teaching methods
• Direct instruction (overhead
projector)
• ½ day training session
provides them basic skills to
operate so they can engage
with existing practice using a
new device
• Comfortable with the device
and ready to explore new
opportunities for instruction
• Require collaboration time
and expert input
• Expanding to incorporate
additional devices
(MimioVote and MimioView)
• Developing individual
resources and routines for
utilizing the devices.
• 1 full day of Professional
Development with technology
and subject area consultant
• Utilize the technology in
ways that extend beyond
their established pedagogic
practice
• Focus on the pedagogy
rather than the technology
• Examples may include:
• More frequent formative
assessment
• Student led lessons
• Flipped classroom models
Teachers and students need time to move through these levels as both build their expertise
and comfort to make better applications and integration.
MIMIO LEVELS OF ADOPTION
Instructional Videos found on the web
Teacher directs and leads the lesson from the front
Limited use of system resources
Limited participation in the creation of lesson files
Implementation
(Beginning)
Instructional Videos created by the teacher
Students interact with the content at the front of the room or from other
devices
Use of system resources to deliver effective lessons
Some modifying of existing lessons and basic creation of new lessons
Exploration of additional interactive tools like MimioVote
Instructional Videos created by the students to share with parents and students
Student created and student led lessons or presentations
Variety of lesson content displayed for interactivity including sound, video,
print, images, diagrams
Development of system resources and sharing/supporting others
Seamless integration of all interactive tools
Exploration
Transformation
DIVISION SUPPORT
Research and Consider Best Practice
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Scholastic Mobile Lesson Plans
Preparing to Teach a BYOD Class
Reflections on Mobile Learning
Managing Behaviour
40 Simple Ways to use SmartPhones in the classroom
Assessment and Rubric Samples
BYOD Research
Current BYOD Lesson Ideas
50 Quick Tips for Teachers
UNSECO Mobile Technologies Research Paper
RCSD Technology Matrix
• In your teams, add ideas to the
electronic wall to generate guidelines
for an effective use of mobile
technology in your schools
• http://padlet.com/wall/rcsdbyotadopt
• For communication?
• For research?
• For demonstrating learning?
DIVISION ROADMAP AND SUPPORT
From what people said as common roadblocks…how
can we support at a system level?
Research Says:
• Move from one-size fits all to
personalized PD
• Focus on pedagogy and content not
Goals of BYOT:
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What is the pedagogy focus?
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Is increased access enough?
What should be the goal –
learning literacies?
technology
• Use technology to access PD during
naturally occurring downtimes
• Provide time for collaboration
among teachers (virtually)
• UNESCO – Mobile Learning for
Teachers in North America
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Pearson Canada – A Snapshot of
BYOD program implementation in
14 publicly funded school districts
in Canada
Ideas:
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Use this wall to add ideas for division
support that would help with effective
BYOT and/or technology integration
at your school
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http://padlet.com/wall/rcsdbyot
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Consider how we will utilize the
funding for the next steps to support
your BYOT leadership teams.
ACTION PLANNING SHEET
Area
Bring Your Own
Technology
SCHOOL PLANNING
Today’s Date
Final Target Date
Date Achieved
Goal (Specific, Measurable, Attainable, Realistic, Tangible)
• Where do you want to get and how will we get
there?
• Consider your challenges, division priorities, and
school goals
Benefits from Achieving this Goal
• As a group, we will create an action plan for
each school that is interested in developing one.
• Action Plan
• Set a goal to move forward
• Identify action steps
• Identify needs for supports for leadership teams
Possible Obstacles (See Chart Paper)
Possible Solutions (See Chart Paper)
NEXT STEPS
• How will Education Technology support your next steps?
• How can we use the additional PD resources available
• one additional day of PD time or two ½ days of PD time
• Structure/topic suggestions
• School goal planning completion with educational technology support