Issue 6: Effective Integration and Digital Pedagogy, K-12
There are numerous advantages to implementing a BYOD program in a K-12 environment, especially the immediate technology integration and opportunities for more personalized learning for students. But there are also challenges to maintaining a successful implementation, such as teacher agency and efficacy, device accessibility, and more. Many of these challenges can be met with an effective integration plan, which should include ongoing professional learning, student leadership, opportunities for access, and ongoing communication.
Examples provided in each section are from Sir Ernest MacMillan Sr P.S., a pilot BYOD school at the Toronto District School Board. |
Support for EducatorsClick on the image above to see a sample survey.
|
Early-adopting educators of mobile learning devices (MLDs) within a BYOD program may see the positive impact on student engagement and achievement (Cristol & Gimbert, 2013). Other educators, however are often challenged to integrate the curriculum effectively using technology and therefore, the impact is not significantly measurable (Cristol and Gimbert, 2013).
To overcome this challenge, it is important to build staff capacity with ongoing professional learning in two different areas:
A second area of essential support is with digital pedagogy. Teachers need to be empowered to select digital tools thoughtfully to support student learning, and pay attention to the impact of digital tools on students learning. It is better to "start slowly" and build an understanding of digital pedagogy, rather than just use technology for the sake of using student devices. An example how this was done at MacMillan was a weekly “Techie Tuesdays for Teachers”. Every week, an after-school session on digital pedagogy was held to support educators in their BYOD learning journey. Through surveys, teachers selected areas of the curriculum where they needed support and sessions were created to meet their needs. |
Create Student Leaders
Students need to be given leadership roles with technology to provide technical support for their teachers in the classroom (Hopkins et. al, 2016). This will allow teachers the opportunity to focus on their lessons, while the student leaders provide technical support to their peers and/or the teacher.
An example of this at MacMillan was a Digital Learning Leaders Club (DLL). Two students from each class were selected to attend technology sessions that focused on setting up the class projectors, interactive whiteboards, as well as exploring the various devices students were bringing to school. If peers ran into issues with their devices, the DLL representatives were the first point of contact. With this additional support, teachers were more accepting of the BYOD initiative and students were motivated to bring in their devices, knowing they too, would be supported (Hopkins et. al, 2016). |
Access to Technology for All
For those students who lack access to a device, consider different ways to support them:
For example, at MacMillan, a “Device Library” was established where students were able to “check out” a device with their school library card. There are also numerous agencies willing to support those who are unable to afford a device, even providing free home wireless access, such as: Renewed Computer Technology - a charitable organization that provides laptops for students in need. Kids, Cops and Computers - their mission is to provide deserving, yet economically disadvantaged, kids the technology they need to reach their academic goals. |
Collaboration with Stakeholders
Click on the images to link to sample surveys.
|
Most importantly, it is imperative to provide ongoing communication with all stakeholders about the program using a variety of tools such as email, social media, newsletters, staff meetings, and assemblies (Afreen, 2014). It also important to seek continuous feedback from all stakeholders throughout the implementation and make the necessary adjustments to improve the program and help it grow. (Afreen, 2014).
|
References
Afreen, R. (2014, January/February). Bring your own device (BYOD) in higher education: opportunities and challenges.
Cristol, D., & Gimbert, B. (2013). Academic achievement in BYOD classrooms. QScience Proceedings, 2013(3), 15. doi:10.5339/qproc.2013.mlearn.15
Hopkins, N., Tate, M., Sylvester, A., & Johnstone, D. (2016). Motivations for 21st century school children to bring their own device to school.Information Systems Frontiers Inf Syst Front. doi:10.1007/s10796-016-9644-z