BYOD

Bring your own device policies (BYOD) are becoming more popular within school districts across the nation. With an increase in the use of technology and the rapid advances, this policy seems to be a great option for schools.

School budgets are tight and school districts often cannot keep up with the demands of purchasing and maintaining technology equipment. This could decrease the number of students who get to have learning opportunites through the use of technology. A BYOD policy would provide students with the chance to bring their own devices to school and use them in the classroom. Specific rules and consequences would have to be set up to lay the ground work for expectations.

BYOD does come with its share of both pros and cons. In my opinion, the pros definitely outweigh the cons.

Some pros to students bringing their own devices include:

1. They are already familiar with their personal device allowing students to focus on what they are learning and not on how to use the device. 
2. Personal devices are most likely going to be more up-to-date than the technology available in school. This will prevent schools from falling behind in the technology world. 
3. The school will save money on purchasing and maintaining devices
4. Increases engagement in learning
5. Students will have access to notes and materials anywhere they may have their device. 
6. Students are more invested by having a choice.
7. Learning is customized to the student’s pace personalizing their learning experience.          ("Twenty Pros And Cons Of Implementing Byod In Schools", 2015).

Some cons to students bringing their own devices include:

1. More electronics will be used at the same time possibly affecting the schools network speed. 
2. Some students may not have personal devices and parents may not want or be able to purchase a device to be used at school.
3.  Students may forget their devices at home or forget to charge them.
   ("Twenty Pros And Cons Of Implementing Byod In Schools", 2015).

Developing a BYOD policy requires the consideration of several questions.

• What is the approproate age group for this policy?  In my opinion, this policy would work best with older students in middle and high school. They are more responsible, most likely already have a personal device, and will be completing more assignments that require the use of technology.
• What type of infrastructure needs to be in place? I believe that to be successful it needs to have a strong set of policies in place, teachers need to be completely on board, a technology integration specialist should be available, and the community needs to be aware of the policy.
• What type of devices should be allowed? I think just about any device that can access the programs necessary should be allowed. My only acception would be cellphones. They may create a whole set of problems. Their size is also very small in comparison to tablets, and laptops. 
• What happens if there are violations or abuse of the policy? Students would lose their priviledge to bring their own device to school.
• What expectations or policies are in place? There should be an acceptable usage policy which most likely is already in place within any school that utilizes technology. Students and parents should be expected to sign an agreement that they understand the policies and agree to adhere to them.
• Who will provide training for students, teachers, and parents? The technology integration specialist should provide professional development for teachers and be available for support. They should provide a lesson on digital citizenship to all students, and present the policy and information to parents at a PTO or other parent forum held at school.

Reference:

Twenty pros and cons of implementing BYOD in schools. (2015). Retrieved from http://www.securedgenetworks.com/strategy-blog/20-Pros-and-Cons-of-implementing-BYOD-in-schools

Technology Reflection

Technology integration seems to becoming a regular part of student learning in today's classrooms. If you were to walk into different schools across the United States you would find the technology varies from school-to-school. Oftentimes this depends on student needs and school budgets. Some of the technology possibilites might include:

teacher has a computer that is connected to a projector or whiteboard
laptop/iPad/iPod carts
a few classroom desktops or laptops set up
school computer lab with a 1:1 ratio for students

Teachers have to determine the best configuration with the support of the technology integration specialist. Some possibilities with the technology listed above would include:

the teacher leading a lesson using one computer projected onto a whiteboard in which students can follow along and participate interactively as a whole group

students work in small groups collaboratively and share a computer in the classroom

students work independently using laptop/iPad carts (provided there are enough laptops/iPads etc for every student)

teacher books the computer lab and students are able to work independently on a computer

There can be obstacles when working with technology that can easily be overcome. The scenarios are not always perfect but can be worked out. Below are some pros and cons to the configurations listed above:

Having a computer connected to a projector that can be used interactively with the class as a whole group, is a great way to teach engaging lessons. The con to only having this option in the classroom is that students do not get the chance to work independently using a variety of different programs or even in small groups or with a partner on a collaborative project. During interactive whole group lessons, an individual student's time using technology is limited by the number of students who will be taking turns.

Students working together in small groups using classroom based desktop or laptop computers is a great way for students to collaborate, have enriching conversations that promote learning, and understand the value and importance of team work. The con of this configuration is that students never have that independent opportunity to complete projects or authentic assessments. The teacher will not be able to assess an individual student through the use of technology under this configuration.

Laptop/iPad carts are a very convenient way to integrate technology in the classroom. It is especially helpful if there is enough laptops for every student to have their own. Students are then able to work independently on assignments and have the opportunity to use different programs. When laptop/iPad carts do not have enough computers for all students, then students can work with a partner and collaborate on an assignment. There are several cons to this scenario. First, if students have to work with a partner based on the number of available laptops/iPads then again, the teacher will not be able to assess students individually. Another con with using laptop/iPad carts are charging problems. If a cart is not plugged up or if students return laptops to the car with out plugging them up then the battery life will be short and could shutdown. Older computers may only have a short battery life even when fully charged. Other problems include your typical wireless connection issues.

Having access to a school computer lab is a great way for students to be able to work independently on their own computer. This provides an opportunity for them to use different programs on their own and the teacher can assess individual students. The only real con to this situation is having to book the computer lab and ensure it is available for the time period a teacher needs. It also means that students will be under time constraints based on the amount of time allowed to be booked by teachers.

Regardless to which configuration is used, teachers can integrate technology into lessons and still follow curriculum guidelines as well as Bloom's Taxonomy. There are many Web 2.0 tools based on Bloom's. Some of those tools listed under each Bloom's category include:

Remembering -
Flickr - photosharing and mapping
Zoho - documents, spreadsheets, and presentations

Understanding -
Bubbl.us - brainstorming tool
You Tube - videos

Applying -
Story-starters - creative writing prompts for kids
Penzu - online journaling

Analysing -
Create-a-Graph - create different types of graphs
Exploratree - create thinking guides

Evaluating -
Voicethread - create digital conversations
iRubric - create rubrics

Creating -
Prezi - create presentations
Glogster - create projects, boards, presentations

Technology integration can enhance learning experiences and opportunities. It also, unfortunately, comes with a price that often determines what resources are available for use including both hardware and software. During the creation of my recent budget matrix, I was impressed with the number of programs that are free for basic services (which is usually all that is needed for students). Many other programs that are not free do offer special rates for schools, teachers, and students. The cost of equipment was quite expensive and was a real eye opener as to why many schools do not have more technology resources. It also helped me to understand why it takes a long time for technology to be replaced even when it is outdated.

Reference:

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 1. Retrieved from Southern New Hampshire University, EDU520 website.

Web 2.0 tools based on Bloom's Taxonomy. (2015). Retrieved from http://www.casdonline.org/education/components/scrapbook/default.php?sectionid=2365&/#revised

Data Assessment

A grade level assessment was given to all students at our middle school. I used the data from one class to create a chart representing each standard assessed. Students were organized into groups based on whether they were assessed at meeting or not meeting the standards. I will use this data to help their teacher provide targetted support for students with needs and extended activities for those meeting standards.

Below is a link to the data assessment chart:

Data Assessment Chart

Data Analysis - Assisting Students

Each student has been grouped based on their assessment results. Every question presented on the assessment is attached to one specific standard. This made it easier to break down student needs for specific areas. A total of 10 groups have been developed based on the 10 standards assessed. The number of students assessed in this particular class is 12. All of this information has been considered when analyzing the data and considering ways to support students.

Not Meeting Standards - Student Support

When analyzing the groups of students who did not meet specific standards, I noticed that standard M:01:NO:6.4 (S) (assessment question 6) contained 11 out of the 12 students in the class. For this specific standard, I would suggesting a whole class reteach and review. Interactive whiteboard activities through created flipcharts/Smartboard resources, and online programs like IXL can be used. For standard M:03:DA:6.2 (S) (assessment question 7), the group only contained one student. Since this is a math assessment, I would reach out to the math specialist to provide one-on-one support as available. Other times, I would suggest using the online program, IXL, for the student to practice skills. Data can be collected and reviewed by the teacher from the site. Standards M:01:NO6.2 (S) and M:02:GM:6.3 (S) (assessment questions 1 & 2), the groups were very small and contained two of same three students. I would combine these two standards together when working with this group. Even though the one student, Zuitar F., is only below standards for question 1, a review of materials is always supportive and higher level thinking questions can be established for him for review of the standard he was meeting according to the assessment. Laptops can be used for review and the IXL program can be utilized for this group as well. This would also apply for the groups for standards M:03:FA: 6.3 (S) and M:04: DSP: 6.2(S) (assessment questions 8 and 10). They contain three of the same four students and the same process could be applied for this group. The remaining four groups for standards M:02:GM: 6.6 (S), M:02: GM 6.7 (S), M:03: FA:6.1 (S) and M:03: FA 6.3 (S) (assessment questions 3, 4, 5, and 9) can all be pulled as independent groups and supported through small group mini lessons, reviews, and online practice using IXL. All data can be collected by the teacher on IXL. Any additional support from the math specialist for other smaller groups may be supportive in limiting the number of groups that need to be worked with by the classroom teacher.

Meeting the Standards

When analyzing the groups of students who are, according to the standards, meeting the standards, have several students except for the one group in which 11 of 12 students did not meet the standards. 

Each of these groups of students can be given extended learning opportunities through using computer programs like IXL, and extending their learning and thinking at higher levels as needed. I would start all the students at grade level for additional practice. If they still seem to be exceeding or completing levels quickly, the next grade level up can be used to challenge their learning. These students could also work with the tech specialist and create videos showing the steps to solve specific types of problems and share them with those peers who are struggling with these concepts. This would give students the opportunity to continue practicing those skills while lending support to their below grade level peers. Other options include, working with math specialists on higher level thinking activities and games. 

Improving Teaching Strategies

Working in a class full of diverse learners can be difficult. Scaffolding is an important part of teaching and using data from assessments is essential to targetting specific weak and strong areas. I would encourage teachers to continue using this data to build groups of students based on smaller target areas as done with this assessment. I would also encourage teachers to utilize their resource specialists with the building (whether reading or math) for addtional support. Sometimes the wide range of needs can become more groups than a teacher is able to handle alone in order to meet with them frequently enough to make a difference. Integrating technology can also be another supportive tool. It increases student engagement, and can provide instant data for teachers. You can use it to create higher levels of thinking or support specific needs and conduct reviews. My last suggestion would be to work collaboratively with the tech specialist to support an understanding of what programs would be the most beneficial as well as using him/her in the classroom for those higher level groups. 

Teacher Technology Needs Survey

Teacher Technology Needs Survey

TPACK Model

You may be asking yourself - what is a TPack Model?

TPACK stands for technology, pedagogy, and content knowledge. It is based on how a educator teachers curriculum, selects technology that fits with the content being taught, uses that technology in a meaningful way, and uses the technology when teaching. Each of these is effected by factors that make up the community and school including culture, socioeconomic status, and available resources within the school. The TPACK is an intricate design that is not easy to apply, learn, or teach right away. It takes time, as does any newly introduced professional development, to build, and implement.

Planning with technology in mind can be difficult for teachers. Development of a TPACK model begins when using technology for educational purposes becomes a focus area for teachers. Planning instructional lessons requires several decisions. Teachers must consider learning goals, pedological decisions about the overall learning experience, framing activities in a sequential order that will showcase student knowledge and understanding, creating formative and summative assessments based on content standards, and providing resources and tools (including technology) that will support student success. Technology enhanced authentic assessments are a key to developing instructional planning as part of a TPACK model.

Implementing a TPACK in the classroom requires teachers to focus on the standards and what has already been taught. It should not be based on teaching technology as a separate area but instead using technology to enhance what students are learning. Teachers have to consider student knowledge and content first and then what technology can be used to enhance that learning experience. This can be challenging specifically making sure that teachers are combining content learning with technology learning and not separating the two areas.

Some activities suggested from TPACK models include using electronic books and websites that provide interactive books that can be read on tablets and computers, creating presentations using programs like PowerPoint and Prezi, virtual field trips to museums, and historical areas, and using digital resources for research based projects. Each of these activities can be implemented in just about any subject area.

Overall, the TPACK model is another format to support teachers in developing content based, higher level thinking activities that incorporate technology. As we know, technology is a growing force around the world and it is important that students are given every opportunity to access and learn using technology.

Reference:

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 2. Retrieved from Southern New Hampshire University, EDU520 website.