BRING YOUR OWN TECHNOLOGYLEADERSHIP GROUPSDECEMBER 4TH, 2013

http://www.securedgenetworks.com/secure-edge-networks-blog/bid/94661/BYOD-Coming-to-a-School-Near-You-Infographic

AGENDA• Division and Board Goals• Sharing BYOT

• Areas of Success (10 min)• Areas of Growth (10min)

• Division BYOT Support• 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:• 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 FACTS77% 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

Students bring all types of devices and all devices are not equal in capability

95% of students engaging in BYOD programs are 8 years of age or older with most at high

school. – Pearson Canada Feb. 2013

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 Developing Transforming Communication: -Relationships

One way, basic communication primarily using technology tools with little opportunity for student participation

teacher directed at students 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

One way communication with some student participation to post learning or share information using the tool

students post information to the classroom webpage

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 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.

-Two way communication feedback loop is strong using the technology tool (networks exist to pass information back and forth using technology tools)

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 Students actively seek and communicate with individuals with varying perspectives to seek clarification and develop understanding and respect for different cultures and global awareness.

Communication: - For Learning (Setting Objectives and Providing Feedback)

Teacher provides no feedback to the student: assignments, due dates and basic

information is posted outcomes are focused on the use of the

technology tool or not clearly stated for the learner

Teacher provides some feedback to the student with the students posting some of the learning related to the outcomes in class

rubrics and feedback criteria is posted

outcomes for the lesson are focused on the effective use of the tool to meet curriculum outcomes

Teacher provides ongoing, updated relevant outcomes with assignments, rubrics, exemplars posted

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

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)

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

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.

Multiple perspectives are not evident Ideas are not challenged

Students communicate ideas using different forms of media that are selected by the teacher to communicate learning.

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.

The formulation of ideas are generated using communication and collaboration to develop respect for differing opinions and sensitivity

Students communicate ideas effectively using different forms of media effectively for the purpose of the communication

self-selection and application of the communication tool to match purpose

media includes print, video, image, discussion forms, diagrams

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:

generating purpose raising questions using information utilizing concepts making inferences making assumptions generating implications embodying point of view

TECHNOLOGY BASED ADOPTION MODEL

Initial Training and Implementation

•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

Collaborative Exploration

•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

Transformation

• 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 webTeacher directs and leads the lesson from the frontLimited use of system resources Limited participation in the creation of lesson files

Instructional Videos created by the students to share with parents and studentsStudent created and student led lessons or presentationsVariety of lesson content displayed for interactivity including sound, video, print, images, diagramsDevelopment of system resources and sharing/supporting othersSeamless integration of all interactive tools

Implementation(Beginning)

Transformation

Exploration

DIVISION SUPPORTResearch and Consider Best Practice• 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 SUPPORTFrom what people said as common roadblocks…

how can we support at a system level?

Goals of BYOT:• What is the pedagogy

focus?• Is increased access

enough? What should be the goal – learning literacies?

• Pearson Canada – A Snapshot of BYOD program implementation in 14 publicly funded school districts in Canada

Research Says:• Move from one-size fits all to

personalized PD• Focus on pedagogy and

content not 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

Ideas:• Use this wall to add ideas for

division support that would help with effective BYOT and/or technology integration at your school

• http://padlet.com/wall/rcsdbyot• Consider how we will utilize the

funding for the next steps to support your BYOT leadership teams.

SCHOOL PLANNING• Where do you want to get and how will we

get there? • Consider your challenges, division priorities, and

school goals

• 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

ACTION PLANNING SHEET Area Bring Your Own Technology

Today’s Date Final Target Date Date Achieved

Goal (Specific, Measurable, Attainable, Realistic, Tangible) Benefits from Achieving this Goal

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