In less than two weeks the new school year starts and my district has a "new" program in place: BYOD (or BYOT, Bring Your Own Device/Technology).
It's not really new; we've never actually disallowed students from bringing laptops or other devices to use in class and our current policies support the use as long as it is "authorized by a certified employee." What's more, it seems kids don't really need that authorization. They do it anyway; either teachers are okay with it or kids are hiding it from adult eyes.
The paramount question to ask is, "How are our students using their own technology?" I believe that we aren't doing what we should, as educators and parents and as a society, to help children understand how the technology they are using can be much more than a tool for frivolous (and sometimes inappropriate) social connections or for entertainment.
Technology is also a tool for learning. When combined with the concept of BYOD, technology affords personalized learning: said one way, give a child a task/goal and let them use the tools they know to accomplish it.
The journey doesn't really begin this school year. I'm not even sure when it really started. For years, we investigated the options for 1-1 at the high and perhaps middle levels. However, the push for BYOD evolved from questions from folks about the lack of textbook funds. (Textbooks... I'm not going there tonight.)
After a Board meeting, with support from all for the initiative, our little county got some news, as the Henry County Local reports.
I've had questions from state-level folks and other districts, and I'll oblige when I can, but, heck school is starting in less than two weeks!!!
BYOD is only a problem for teachers and students who are bored. If a student is engaged and motivated, the presence or absence of a tool won't change that. I wrote fairly extensively on this issue in a blog posting here: http://jeffreyljones.blogspot.com/2010/11/autumn-leaves-rhubarb-and-student.html.
ReplyDeleteFayette Co. is brand new to the BYOD scene this year. The proof of the pudding, as they say, is in the eating...
*sigh* as my first effort at this post vaporized and I didn't copy/paste...
ReplyDeleteThe question of "how are they using the technology" is the right one. There are a good number of people that assume that students are tech-savvy because they can text and update Facebook/Twitter on their smartphones. I had a conversation this week with someone whose high-school child struggled with to begin a research project... with a nice piece of technology in front of them.
When we were younger, someone showed us around the library. Here's the reference desk, here's the card catalog and how you use it to search for material. Books are arranged in a specific order and the Dewey decimal system is used to separate different types of material. An encyclopedia is considered a more trustworthy source than a fiction book for a research paper and here's why... I assumed that those conversations with students and staff were taking place regarding the Internet and the many web-based resources that are available. That may not be the case across the board.
Jeff's comment is spot-on as well - learning, engagement and motivation should all be occurring. Good post and good blog.
I'm a teacher in the district with this new BYOD policy, and I have to confess that the notion of permitting students to use their cell phones as a resource in class was initially quite frightening. I have always had a strict cell phone usage policy (no! never!) and confiscated any cell phone students used after they had received one warning. Suddenly, a BYOD policy appears, and I envision rampant anarchy -- me, on rollerblades, policing phones the entire class period; students, texting girlfriends, cheating on tests, and sneering at me with their pompous "I'm allowed!" retorts whenever questioned about their phone usage. As I was revising my syllabus to include the new BYOD policy, however, I had an epiphany: I am still in control of structuring my students' learning environment. I will teach students how to use their own technology for learning, as well as when to use it; I will go over classroom expectations for technology devices, as well as the consequences for inappropriate use of them. Inevitably, during the year, I will still be confiscating cell phones from some students, as well as banning other personal devices such as laptops or ipads from my classroom, for some students. Technically, the only change I foresee from the implementation of this BYOD polciy is my having to intentionally seek opportunities for my students to utilize their own technology devices inside our structured learning environment. I wonder if that's the outcome the School Board had in mind all along...
ReplyDeleteCheryl, I can't speak for the Board, but I can share my vision.
ReplyDeleteI like your epiphany and like most of your word choices*. The one word I don't like is "structured". While I think I understand what you meant, I feel that we sometimes need less structure in order for true learning to occur. Learning is a messy business, full of failure and wrong choices. Students need some freedoms and choice in order to gain a sense of ownership for their learning. Structure IS needed in the form of rules that are meant to prevent harm to students. Ultimately, it is up to the teacher to decide those rules and to define "harm".
The use of "intentional" is a great choice. We will all be learning as we go** and folks like administration and the tech department will help with ideas. I am also hoping to recruit students to spearhead research into this new tool for learning. What I don't want is teachers using technology in ways that doesn't really enhance the educational experience. The term "Powerpointless" comes to mind. Kids should be encouraged to use their tools to find answers to their questions, to create something useful to share with the world, and to connect with peers and experts in an effort to expand their learning. Likewise, teachers should be mindful to design lessons and assessments that go beyond the mere memorization of facts, because knowing a fact does not mean you can use it. They should also be mindful that students may not know how to harness the power of technology for learning (as Jody mentioned) and it is up to us to show them how awesome it is to connect and share with others. Personalization is also a key factor. If a student sees no relevance or interest in a particular activity (Jeff's point), they will act like many adults do in staff meetings and choose to check their email, texts, tweets, etc.
Thank you for your words and please continue to send them as the journey progresses.
* I am not an English Teacher, but I evidently play one on Blogger.
** This is a prime opportunity for all of us to reflect on what it is like to be a student, no?