Bring Your Own Device by Solution Tree

—MARIBETH LUFTGLASS

Assistant Superintendent and Chief Information Officer, Fairfax County Public Schools, Virginia

—MARK ABBONDANZA

Principal, North Strabane Intermediate School, Canonsburg, Pennsylvania

In Bring Your Own Device: Engaging Students and Transforming Instruction, author Kipp D. Rogers shows K–12 administrators, school leaders, and superintendents how to craft, implement, and monitor bring your device (BYOD)—an education initiative that encourages students to use their smartphones, laptops, tablets, and other handheld devices during instruction. BYOD allows students to be active participants in their learning and gives them an authentic education filled with the 21st century skills necessary to be college, career, and citizenship ready. Full of practical strategies, research, and examples from real districts, Bring Your Own Device makes BYOD execution accessible and appealing to all educators, parents, students, and other stakeholders.

Using this resource, readers will:

Engaging Students & Transforming Instruction

“Bring Your Own Device makes a distinct contribution to the field of education. As schools prepare students for the workforce of the 21st century, BYOD helps provide avenues for educators to acquire the necessary collaborative experiences.”

BRING YOUR OWN DEVICE

“Students thrive in a digital-rich learning environment where they enhance their critical thinking, creativity, communication, and collaboration skills. Bring Your Own Device is a must-read resource for any district leader ready to embrace 21st century learning and allow students to utilize their personally owned devices in the classroom.”

• Discover the benefits of BYOD • Create a school and district culture where technology is an asset to teaching, learning, and assessing • Foster buy-in from teachers, staff, parents, and students • Craft a system to monitor program success after implementation • Review principles for planning instructional practices as a team

Visit go.solution-tree.com/technology to download the reproducibles in this book. solution-tree.com

R OGE RS

• Follow eight straightforward steps for implementing BYOD

Copyright © 2016 by Solution Tree Press Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher. 555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@solution-tree.com solution-tree.com Visit go.solution-tree.com/technology to download the reproducibles in this book. Printed in the United States of America 19 18 17 16 15

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Library of Congress Cataloging-in-Publication Data Names: Rogers, Kipp D., author. Title: Bring your own device : engaging students and transforming instruction / Kipp D. Rogers. Description: Bloomington, IN : Solution Tree Press, [2016] | Includes bibliographical references and index. Identifiers: LCCN 2015034724 | ISBN 9781936763108 (perfect bound) Subjects: LCSH: Mobile communication systems in education. | Educational technology. Classification: LCC LB1044.84 .R63 2016 | DDC 371.33--dc23 LC record available at http:// lccn.loc.gov/2015034724 Solution Tree Jeffrey C. Jones, CEO Edmund M. Ackerman, President Solution Tree Press President: Douglas M. Rife Senior Acquisitions Editor: Amy Rubenstein Editorial Director: Lesley Bolton Managing Production Editor: Caroline Weiss Copy Editor: Ashante K. Thomas Text and Cover Designer: Abigail Bowen

Table of Contents

Reproducible pages are in italics.

About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 A Framework for Using This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . 3

CHAPTER 1

LEARNING ON DEMAND AND BYOD. . . . . . . . . . . . . . . . . . . . . 7 What Is BYOD?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 So, Why BYOD?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 What Is BYOD’s Educational Value?. . . . . . . . . . . . . . . . . . . . . . . . . 12 How Does BYOD Connect 21st Century Skills and Standards?. . . . . . 13 What Are BYOD’s Opportunities and Challenges? . . . . . . . . . . . . . . . 14 Are You Ready for BYOD?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 1 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 26

CHAPTER 2

PLANNING BYOD IN EIGHT STEPS. . . . . . . . . . . . . . . . . . . . . 29 Plan Your BYOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Chapter 2 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 50

vii

BRING YOUR OWN DEVICE

viii

CHAPTER 3

CHOOSING MODELS FOR BYOD PROFESSIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Determining BYOD Professional Development Needs . . . . . . . . . . . . 54 Learning Opportunities for Students . . . . . . . . . . . . . . . . . . . . . . . . 62 Learning Opportunities for Families and the Community. . . . . . . . . . 62 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Chapter 3 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 64

CHAPTER 4

BUILDING A CULTURE OF TEACHING AND LEARNING WITH BYOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Understand the Leader’s Role. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Identify the Three Types of Techucators. . . . . . . . . . . . . . . . . . . . . . 69 Build Trust. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Embrace Risk and Promote Innovative Practice . . . . . . . . . . . . . . . . 77 Let Teachers Support Teachers With BYOD. . . . . . . . . . . . . . . . . . . . 78 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Chapter 4 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 80

CHAPTER 5

ENHANCING TEACHING, LEARNING, AND ASSESSMENT WITH BYOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Supporting Personalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Supporting Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Supporting Productivity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Chapter 5 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 88

Table of Contents

CHAPTER 6

MONITORING AND EVALUATING THE CULTURE OF BYOD IN SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Monitoring Planning, Implementation, and Effectiveness . . . . . . . . . 90 Assessing Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Learning From Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Chapter 6 Technology Target, Tool, Task, and Tweet . . . . . . . . . . . . . 97

References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . 99 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

About the Author

Kipp D. Rogers, PhD, is recognized internationally as a leader in educational technology. He received Capital Region Society for Technology in Education’s International Leadership and Vision Award for his work on using mobile learning devices (MLDs) as instructional tools. He is the chief academic officer in Norfolk Public Schools in Virginia, an adjunct professor of educational leadership at Old Dominion University, and owner of 21C3 Leadership Development. With more than twenty years of experience in education, he has worked as a middle school science teacher and has taught at the elementary, middle, and high school levels. He has also been a middle and high school assistant principal and an elementary and middle school principal. He is the author of several articles, a blog, and three books surrounding MLD use in instruction. Kipp’s first Solution Tree book, Mobile Learning Devices, has impacted technology integration, student engagement, and teacher pedagogy in classrooms around the world. He has worked with educators throughout the United States and regularly presents at conferences and conducts workshops that are designed to improve technology integration into instruction and instructional leadership. Kipp earned a bachelor’s degree from Virginia State University, a master’s from Old Dominion University, and a doctorate in educational leadership and policy studies from Virginia Polytechnic Institute and State University. To learn more about Kipp’s work, follow @Kipprogers on Twitter. To book Kipp D. Rogers for professional development, contact pd@solution -tree.com.

Introduction

Technology’s influence in our world has changed the structure and operation of our schools. With society’s expectation that educators prepare students to be college, career, and citizenship ready using 21st century skills, we are quickly facing a shift in education that uses a paradigm still being created. As a result of rapidly evolving technology that provides access to information at will, we can no longer teach students the way we once did. Instead, we must provide a new pedagogy of instruction that promotes authentic learning (Jacobs, 2010). We must offer an education that is not only authentic but also rigorous, relevant, and daily to provide students with optimal learning whereby they graduate schools college, career, and citizenship ready. There are many instructional programs and initiatives that can be put in place to achieve the goal of providing authentic, rigorous, and relevant learning. Creating seamless connections between students and teachers as they teach and learn is one way to accomplish the goal. Bring your own device (BYOD) is an instructional initiative that offers those seamless connections. With BYOD, students become active participants in learning by using their personal devices both inside and outside the classroom setting and connecting to the school’s network (Ackerman & Krup, 2012). For the modern learner, formal and informal knowledge is routinely acquired outside school (November, 2012; Richardson & Mancabelli, 2011). This is typically accomplished by using devices that are chosen based on student needs at the moment. For example, cell phones are used to text, tweet, send Snapchat photos or video messages, and quickly make status updates while students are on the go. Tablets are often used for more involved, personal activities such as reading books or creating videos that may be shared with social networks. Laptop computers are often used to create products such as documents, spreadsheets, and presentations. They are essential when creating 1

BRING YOUR OWN DEVICE music or editing photos that are also shared with peers via social networking sites like SoundCloud and Flickr. Students are using their social networks as teaching tools (Richardson & Mancabelli, 2011). They are selecting their device of choice to accomplish tasks that help them collaborate, communicate, share resources, create, and find solutions to real-world problems. Students participate in BYOD, or bring your own technology (BYOT), essentially everywhere. Mobile devices are becoming more widespread in our world and definitely more prevalent in the hands of students. The idea of BYOD in schools is plausible and warrants serious consideration by all schools. After all, businesses and higher education have been using the BYOD approach to learning and working for quite some time (Helman, 2014). In fact, in higher education, it is typically expected, and in some cases required, that students own their own computers and use them while matriculating. Higher education has moved considerably beyond BYOD; institutions sometimes refer to BYOD as BYOE—bring your own everything (Helman, 2014). So how do we handle this phenomenon? Should schools embrace the idea of students bringing their own devices or abandon the thought? The persistent debate regarding BYOD in schools deserves additional consideration to help teachers and administrators understand it and its potential opportunities and challenges for learning. The literature available to guide school districts along the journey of implementing BYOD is scarce at best. Districts rely heavily on blog posts, professional learning networks, conference presentations, and education technology–related websites to assist them in shaping their thinking and planning. Empirical data available on much of what is found regarding implementation is anecdotal in nature, as very few districts that are implementing BYOD or BYOT have published replicable information for other districts to use when planning. Businesses, institutions of higher learning, and K–12 schools that have implemented BYOD have done so to accomplish one or more of the following. • Enhance learning and working • Increase access to technology

Introduction

• Capitalize on the familiarity of using one’s own device • Decrease the expense of purchasing new technology and updating old technology No matter what the reason, there is no one perfect way to implement BYOD; if there were, certainly all school districts would be doing it. As such, this book is a compilation of BYOD experiences, lessons learned, and best-practice strategies gleaned from leading BYOD in my own district, assisting other school districts, and working with members within my professional learning network. This book is not meant to provide a prescribed method of designing and creating BYOD. Instead, it is designed to provide educators with ideas and strategies that may be helpful as they navigate the process of creating BYOD in their districts.

A Framework for Using This Book This book is structured with the administrator in mind. It is an easy-tounderstand toolkit. It houses a number of documents to help organize the planning and decisions that are required to implement BYOD. In chapter 1, I define what BYOD is and what it is not. It helps districts answer the question, Why initiate BYOD?, and discusses many of the advantages and disadvantages associated with the program. The first chapter also helps educators determine the readiness level for a program in their district. Once the question, Why initiate BYOD?, is answered, the information in chapter 2 offers educators eight steps to consider when planning an initiative. As with any new technology initiative, professional development must be an integral part of the implementation plan. In chapter 3, I provide you with several structural formats that may be considered for professional development. With time being a great concern for educators, several options suggesting when professional development may be offered are also provided. Chapter 4 follows with ideas for support systems that must be put in place in order to build capacity of school staff. I identify the need to meet staff members where they are with technology integration in their classrooms. Three types of techucators are identified in the chapter, along with specific strategies to help administrators support stakeholders during the BYOD implementation process. Chapter 5 presents ideas for integrating BYOD into the curriculum,

BRING YOUR OWN DEVICE

instruction, and assessment. Key points of consideration to enhance teaching and learning using BYOD are shared as well as specific strategies. Chapter 6 suggests steps to monitor the implementation process as well as the progress of the initiative once it is under way. Following each chapter’s reflection questions, there is a reproducible section called “Technology Target, Tool, Task, and Tweet.” This section engages you with technology-related activities designed to increase instructional technology pedagogy and promote conversation surrounding topics related to BYOD. • Target: The technology target presents an instructional technology– related concept or skill. • Tool: The technology tool introduces a web-based tool that may be used to accomplish the technology target skill. • Task: The technology task utilizes the technology tool to practice implementing the technology target. • Tweet: The technology tweet provides an opportunity to extend the chapter topic conversation beyond the scope of the book by involving the Twitter nation. To get the most out of this book, it is recommended that districts use the book in the order outlined. Doing so will provide an opportunity for committee members to independently read each chapter, process recommendations in small groups, and discuss recommendations in a large group. Finally, committee members will have an opportunity to participate in an activity that reinforces the concepts discussed in the chapter. Suggested steps for reading this book include: 1. Read the chapter. 2. Discuss the ideas and recommendations from each chapter in small groups. 3. Respond to the reflection questions at the end of each chapter, and in each group, offer participants five minutes to share their feelings about a topic in the chapter that they feel has important implications for group members’ work. The group should take two minutes to respond to each member’s comments before debriefing at the end of the meeting (see National School Reform Faculty [n.d.] for more team-meeting protocols).

Introduction

4. Complete the reproducible activity in the respective chapterâ&#x20AC;&#x2122;s technology target, tool, task, and tweet section. Bring Your Own Device: Engaging Students and Transforming Instruction provides administrators with strategies and ideas to consider when implementing BYOD in their schools. I am hopeful that this book will serve as a resource for understanding all the pieces that go into planning and executing a successful BYOD. I am also hopeful that the program you create results in helping modern learners become more collaborative, productive, and creative and leads to an increase in their achievement inside and outside of the schoolâ&#x20AC;&#x2122;s four walls.

The washing machine started the violent, shaking spin cycle again. This time it sounded as if it would explode. I thought, “I have to fix this thing now.” With wrench and level in hand, I went into the laundry room to try to level the washing machine. The bubble on the level quickly slid to the left as it was placed on the machine. I tilted the front up and carefully turned the screw supports to raise the left front slightly. The bubble in the glass tube slid quickly to the right of the level line. After about thirty minutes of doing the “washing machine tango,” my then fifteen-year-old came by and asked what I was doing. By then, I was sweating profusely and feeling frustrated to no end, but I unflappably shared that I was trying to level the washing machine but having no luck. In a very matter-of-fact voice, my son said, “Why don’t you look it up on YouTube, Dad?” I responded, “Look what up?” He replied, “How to level a washing machine. I’ll look it up for you.” He pulled out his iPhone, went to YouTube, and pulled up a video on how to level a washing machine. I watched with my mouth open. The video was about three seconds shy of two minutes long. The smiling gentleman was dressed in coveralls and spoke with a slow, southern accent. He taught me that most

LEARNING ON DEMAND AND BYOD

BRING YOUR OWN DEVICE washing machines are self-leveling in the rear and that with just a simple tilt towards the front, the washing machine should be level. To my surprise, I had the washing machine leveled in about five minutes. Had my son not had his phone, I wonder how long it would have taken me to fix it using my method.

So, before we set about answering the question, Why BYOD?, it is helpful to know what BYOD is and what it is not. Because BYOD is still in its formative stage (Lee & Levins, 2012), there is very little written in the educational arena on identifying the concept as it relates to developing a culture around allowing students to learn using their own devices, as well as identifying exactly what is entailed with getting BYOD started in a school district. There has been a philosophical shift in education toward students bringing their own technological devices to school for instructional purposes (Ackerman & Krup, 2012; Alberta Education, 2012; Clark, 2013; Dickerson, n.d.; Dixon & Tierney, 2013; Helman, 2014; Johnson, 2012; Kuhn, 2013; Lee & Levins, 2012; Morrison, 2014; Roscorla, 2012). Educators are recognizing and discussing that the potential for students to have ongoing access to information and knowledge during the school day is increased if they are allowed to use their own devices in school (Alberta Education, 2012; Clark, 2013; Dickerson, n.d.; Lee & Levins, 2012). Additionally, school district administrators are also investigating potential financial savings that can be realized as a result of implementing BYOD. The conversation surrounding BYOD is increasing, and the movement toward implementation is becoming a reality for many school districts as they seek to provide students with connectivity and accessibility to information and knowledge anywhere at any time and about anything. This chapter provides thoughtful answers and considerations to the pressing questions asked in school districts considering BYOD.

This is indicative of how students use technology to find solutions to everyday problems. How often do comparable problem-solving situations like this happen in schools? What would it look like if learning were more selfdirected? What would happen to learning if students were allowed to have access to their own technology in schools? All these questions are thought provoking, but as districts begin conversations about implementing BYOD, one of the first questions will be to identify what BYOD is, and even more so, why implement BYOD.

Learning on Demand and BYOD

What Is BYOD?

The following are essential factors that identify the scope of BYOD. • Student choice and extending learning • Ubiquity of devices • Increase in home and school connection • Potential cost savings

Student Choice and Extending Learning One essential factor of BYOD is allowing students’ choice of device in order to enhance and extend learning experiences that take place in the classroom. When implemented correctly, students have an opportunity to work outside traditional class time to work according to their needs. Students have the ability to select the most appropriate tool to complete an assigned task (Clark, 2013). For example, allow students to use a laptop to conduct research and write papers. A device that has a high-quality camera or video camera may be selected to create a quality picture or video for uploading to a blog or website, whereas a smartphone may be used to participate in a simple data-collection activity in which the device is used in place of traditional class–response system clickers. Students who have access to their own devices can easily obtain information to complete a task or learn a skill when they are ready to do so. No longer do they have to wait to get to school or even home to research an area of interest. Many students have that capability in their pockets by way of

In 2009, the information technology community generated the term BYOD (Lee & Levins, 2012), which is an acronym for bring your own device. BYOD can be described as an approach to teaching and learning by which schools allow students to use their personally owned devices to enhance educational experiences. BYOD is also referred to as BYOT, or bring your own technology. BYOD is so much more than bringing a device to school for simple tasks such as word processing. It is largely about being productive, connecting, and having access to information and knowledge. BYOD is also not just about the device of choice; it’s about shifting the keeper of knowledge from the teacher to the student.

BRING YOUR OWN DEVICE their smartphone or tablet computer. Cisco (2011) reports that two-thirds of students indicate that a laptop, smartphone, or tablet computer is the most important technology in their lives. These data support the idea that students have the means of using their technology inside and outside the classroom, thus potentially extending learning beyond the school’s four walls.

In most cases, students will bring only one device to school when participating in BYOD; however, in some instances, students bring more than one device to use in class. It depends on what they are using the tool for. Abundant access to technology and family incomes influence the ubiquity of mobile learning devices. Cell phone carriers and retail stores frequently advertise various devices at price points that are affordable for families. For example, during the popular U.S. holiday shopping periods in November, it is not uncommon to be able to purchase a new tablet at a reduced cost and receive a $50 gift card in addition to the tablet. Having opportunities such as this translates into many students having the ability to own multiple devices that serve different purposes. Technology enthusiasts predict that there could be as many as eight devices per student being used as part of BYOD by 2020 (Nilsson, 2014). This may seem far-fetched; however, if you think about it, right now students could have up to four devices on their person at any given time, especially if they are traveling. For example, a student might carry a laptop, iPad, and mobile phone and wear a smartwatch. Each device serves a similar, yet very different purpose—all with the common goal of keeping the student connected and providing access to information.

Increase in Home and School Connection BYOD in and of itself involves students’ families. Much, if not all, responsibility rests on families when deciding whether their children will participate and which devices to purchase. Since students and families own the technology, they tend to take more responsibility with the purpose of use as well as the content that is being stored on the devices. In essence, schools and families participating in BYOD work together to ensure the program’s success (Lee & Levins, 2012).

Ubiquity of Devices

Learning on Demand and BYOD

Potential Cost Savings

So, Why BYOD? The idea of BYOD is already widespread in higher education as well as in business. The expectation from our communities is to prepare our students to be college, career, and citizenship ready. The conceptualization of adopting BYOD more than likely comes as a result of conversations surrounding the ubiquity of student-owned technology or the limitations of inadequate district funding for educational technology (Dixon & Tierney, 2013; eSchool News, 2011; Lacy, 2014; Lee & Levins, 2012). The idea of allowing students to bring their own devices to school for learning purposes will be a slow battle to win; however, BYOD is inevitable in Kâ&#x20AC;&#x201C;12 education. Not allowing students to use their own devices to expand learning is nothing short of modern educational malpractice. Technology is a normal part of studentsâ&#x20AC;&#x2122; everyday lives. Educators are imagining environments where students are being prepared for life after grade 12. The preparation entails educators developing student learners who are independent thinkers, creative, collaborative, and connected. Educators understand that technology tools support teaching the 4Cs (communication, collaboration, creativity, and critical thinking) of 21st century learning (Partnership for 21st Century Learning, 2014). They also understand these are skills students need to be college, career, and citizenship ready. The conversation surrounding available student technology may lead to some educators arguing that traditional teaching methods are not relevant anymore. Some may expand their argument to say that educators must adjust

With school divisions having to rethink operating budgets, technology is a budget-line item that frequently receives consideration for reduction. As such, the rising cost of updating technology hardware is often a strong consideration for adopting BYOD (Morrison, 2014). While there is very little empirical data that suggests long-term cost savings, the concept is easy to grasp: parents are responsible for the purchase and maintenance of student-owned hardware if they decide to participate in the initiative. Thus, the potential for cost savings for technology hardware exists for school districts.

BRING YOUR OWN DEVICE

Recognize that students need anytime access to their technology for them to take ownership of their learning. With BYOD, the technology is only as good as the manner in which it is being implemented in classrooms. Technology in any form should never take the place of good, solid instructional pedagogy. Instead, technology use should enhance the power of instructional pedagogy. Any successful initiative should operate from this premise. Those implementing BYOD should know that just making curricula accessible in digital format for students on their own devices is probably not the best strategy to use. School districts that successfully implement BYOD and other technology programs see its purpose as one that helps students become self-directed and encourages them to own their learning (November, 2012). Additionally, when considering the why of BYOD, it is important to realize that any districtwide investment in a technology initiative must be aligned with an investment in quality professional development for all stakeholders (students, staff, parents, and the community) to support and sustain the initiative (Vander Ark Davis, 2012). Otherwise, the initiative may be dead before it gets started. This is a significant lesson learned from early BYOD adopters. In a survey administered to teachers at the end of a pilot year, professional development on BYOD strategies is cited as one of the greatest needs (Ellis, 2014).

What Is BYODâ&#x20AC;&#x2122;s Educational Value? A colleague once asked how BYOD adds value to existing instructional programs. It was a great inquiry that expanded the proverbial question, What are the opportunities and challenges of BYOD? The response: what is deemed as educationally valuable regarding BYOD is really left up to the teacher and the student to decide. Think about it. What is the educational value of a calculator or three computers sitting in the back of a classroom? If the teacher is using the calculator or three computers for instruction, they are valuable. If

the manner in which students are taught. While there is value in traditional teaching methods,the truth is, the manner in which students learn has fundamentally shifted (Wagner, 2008). This fact should give pause for consideration that students are becoming more in charge of what they learn and when they learn it (November, 2012). For students to be more in charge of what they learn, they must have access to technology at times that are most convenient to them.

Learning on Demand and BYOD

the student learns as a result of using the calculator or computer, it is valuable. This is no different from BYOD. Getting value from students bringing their own devices to school means allowing devices to be used for productivity and instructional purposes. Brian Kuhn (2013) writes:

In a Project Tomorrow (2011) study, participants: overwhelmingly agree that using mobile devices in schools can increase student engagement, help prepare students for the world of work, improve communications, and personalize instruction for each student. Educators in mobile learning environments can monitor and track individual progress on a real-time basis and come up with creative ways to accommodate different learning styles.

Teachers recognize that students who own their learning take more responsibility in the learning process and that their role as teachers is changing at a fast pace (Houle & Cobb, 2011). Students are becoming more involved with their learning as a result of the technology available to them, and teachers are learning how to become more facilitative in the teaching process. BYOD supports the thought that when students have an opportunity to decide when and how they learn, they tend to perform better. BYOD allows student choice to be an integral part of the learning process (Intel Education, 2014).

How Does BYOD Connect 21st Century Skills and Standards? It’s not about the device; it’s about the instruction that takes place with the device. Devices are merely a means to an end. There are no hard, fast rules that define how the modern student should be taught or what teaching the modern student must look like; however, national standards provide a solid

I liken BYOT to BYOP (bring your own pencil). Imagine if students had to share pencils provided by their school or only had a couple of 40-minute periods per week where they were allowed to use pencils. Maybe if they’re lucky, there’d be pods or pencils in their classroom. Or worse, using pencils became a project, an experiment where the school provides every student with a pencil through a 1:1 pencil initiative and special learning was undertaken to use the pencil as much as possible.

BRING YOUR OWN DEVICE framework from which educators can work when designing lessons that utilize students’ personally owned devices (Rogers, 2011a). National standards provide a structure that educators may use when creating lessons and activities that integrate technology.

1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts The NETS are interwoven in state standards and the National Governors Association Center for Best Practices (NGA) and the Council of Chief State School Officers’ (CCSSO) Common Core State Standards ([CCSS], NGA & CCSSO, 2010a, 2010b). Whether or not states use the CCSS, allowing students to use their own devices to meet those standards is not unlike allowing them to use district-owned devices to accomplish the same goal.

What Are BYOD’s Opportunities and Challenges? If you are reading this book, you are well aware that school districts are increasingly turning to BYOD for a variety of reasons. School districts are recognizing that technology is not the enemy of student engagement; antiquated instructional practices are. They are also shifting their thinking to embrace BYOD as a means to augment teaching and learning, improve student engagement, increase staff productivity, expand collaboration, broaden the

When planning to teach students 21st century skills that are based on standards, the most widely accepted technology standards in the United States are the National Educational Technology Standards (NETS). The NETS were originally created in 1998 and focused primarily on students mastering the tools of technology. Since the modern learner is better prepared to use technology, the NETS now focus more on proficiency with the technology tools. The standards’ emphasis encourages educators to teach students how to use technology to learn. The six skills that the NETS highlight are:

Learning on Demand and BYOD

capabilities of existing technology infrastructures, and address fiscal restraints of school budgeting (Cisco, 2011; Clark, 2013).

The combination of students and mobile learning devices, especially cell phones, has long been a source of anxiety for teachers. The naysayer argument is consistent. Instead of being engaged in the activity that involves mobile learning devices, the assumption is that students will be incapable of refraining from texting friends, playing games, or watching music videos when they should be participating in the lesson. The washing machine story I shared is but one real-world, anecdotal example of how 21st century students learn differently. They are just not the same student learners that veteran teachers once were. In fact, more five-year-olds can operate an iPhone than can tie their shoes (Bogart, 2014). Students are learning technology skills before learning basic developmental skills. The same study indicates that students learn to play computer games before learning how to ride a bike or to swim. Students are bringing their devices to school, and educators are not equipped with the skills (and sometimes will) to adjust their pedagogy to allow students to use their devices and be most successful in class. Frustration sets in, the technology becomes the enemy, and the battle seemingly never ends. While device ubiquity and potential cost savings are key factors when implementing BYOD; policies, practices, and prices are debatably the greatest barriers for students not being able to bring their personally owned devices to schools. As one would expect, there are many positive opportunities in implementing BYOD; however, there are also many challenges to consider as

As we continue to shift from the Industrial Age to the Knowledge Age, educators are realizing that mobile learning is here to stay. Mobile learning is the new way of thinking, learning, and collaborating. The Knowledge Age sets the stage for, and almost requires, this new way of thinking as citizens growing up in this era need to be able to locate, assess, and represent information quickly (New Zealand Council for Educational Research, 2012). In Mobile Learning Devices, I argue to allow mobile learning to take place in classrooms using multiple devices, including mobile phones and handheld gaming systems (Rogers, 2011a). Since then, Iâ&#x20AC;&#x2122;ve noticed a gradual shift of acceptance by educators to allow students to have technology available to them in class. While the number of educators who are becoming more accepting is increasing, there are still naysayers.

BRING YOUR OWN DEVICE

well (Ackerman & Krup, 2012; Raths, 2012; Roscorla, 2011). So, let’s take a closer look at some of the opportunities and challenges of implementing a program in schools.

Opportunities

Increased Student Engagement This may be the greatest advantage and reason to allow students to use their own devices while in school. BYOD enhances the learning experience and provides an opportunity to increase the level of engagement due to the devices’ interactive nature. Students tend to be more attentive in classes where teachers allow them to use their own devices to conduct research, create projects, and take notes (Clark, 2014, 2015). Additionally, teachers have shared that students are more interested in subject matter when they are allowed to utilize their own devices when learning.

Improved Teacher Pedagogy Technology integration should be used as a part of the learning process and not in isolation. Therefore, when teachers have an opportunity to integrate technology into instruction, there is a greater likelihood that their teaching skills will improve. When teachers deliberately plan for the merger of technology, content knowledge, and pedagogy, what is left is improvement in instructional delivery. When teaching skills improve, so does student achievement (Pitler, Hubbel, & Kuhn, 2007). When integrating BYOD, teachers tend to take on more of a constructivist approach to teaching—such as having students to write, problem solve, and edit video—as opposed to the behaviorist approach that emphasizes more passive learning like repetition and rote memorization. Using BYOD when teaching also encourages teachers to design lessons and activities that are project based and encourages students to create and produce content, rather than consume content. Additionally, teachers who integrate BYOD in classroom instruction tend to collaborate with colleagues on lesson ideas and effective instructional strategies.

The following opportunities are not exhaustive and are simply meant to provide points for discussion as district steering committees plan their BYOD.

—MARIBETH LUFTGLASS

Assistant Superintendent and Chief Information Officer, Fairfax County Public Schools, Virginia

—MARK ABBONDANZA

Principal, North Strabane Intermediate School, Canonsburg, Pennsylvania

Using this resource, readers will:

Engaging Students & Transforming Instruction

BRING YOUR OWN DEVICE

Visit go.solution-tree.com/technology to download the reproducibles in this book. solution-tree.com

R OGE RS

• Follow eight straightforward steps for implementing BYOD