Teens and their Telephones Pew Internet and American Life Project
BISD Student HandbookElectronic Communication Devices (AUP) Students may utilize electronic communication devices at school and at school activities. Students may utilize their devices in the classroom when the teacher deems appropriate for educational purposes. These devices include but are not to be limited to the following: cell phones, smart phones, iPhones, iPods and mp3 players. The district encourages students and staff to use electronic communication devices for educational purposes during the school day. BISD Secondary Handbook, p. 30 BISD Elementary Handbook, p. 26
Design for Success: Pre-Planning Poll students to find out what types of devices/text and data plans are present in the classroom Design to work with what you’ve got Plan to be flexible: this is never a 100% predictable environment Consider permission slips
Design for Success: Classroom Management Respect Release the need to be 100% in control Hands-on learning = Hands-on management Positive Effects: Brings devices out of hiding Puts devices to use of teacher’s design Student buy-in and appreciation
Grouping Strategies One-device classroom Informal device sharing Collaborative grouping with role of mobile gatekeeper Appoint jobs (Fact finders, Word searchers, Communicators, etc.)
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Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts
ELA Readiness StandardInference and Textual EvidenceAll Grade Levels (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. The student is expected to: (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
BYOD + Standard = Rigor Scenario One: Classroom with multiple Smart Phones Premise: Students have read a passage and are given 3 Open-Ended response questions GoogleDoc Collaboration: Passage loaded into Google Docs. Students in groups. Each group types their answer (inference) in a sentence. Then each group highlights the textual evidence they would use in a different color. Now groups trade and write out full responses to another group’s inference using the highlighted evidence. Class works together to view, analyze and revise the responses written by each group Google Doc containing all of this work will remain available to students for further extension. Teacher can have Google Doc up on projector throughout activity to see the live action taking place. ILT Collaborative Inference - Google Doc
BYOD + Standard = Rigor Scenario Two: Several cell phones with unlimited texting Premise: Class working to compose a high-quality response to Open-Ended Question Create Wiffiti page – www.wiffiti.com Round 1: Text your inference or answer to the question Round 2: Text one quote you could use to support that inference Round 3: Switch to transcript view to see all texts and begin to collaboratively compose the response Cell phones as learning tools? Text your opinions here.
Science Readiness StandardFood chains and webs8th Grade 8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: (A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
BYOD + Standard = Rigor Scenario One: Teacher has one iPhone Premise: In groups, students have researched for half of class to learn about relationships within a particular food web Teacher has the I am T-Pain or Karaoke app and each group selects one song Rewrite the lyrics to illustrate what they learned about the food web and impacts that could stem from certain factors being removed Record song through the app the next day. One group records at a time while the rest of the class works on vocabulary assignment. Each group uses song and discussion to teach class Student sample: Scientist Research project in Jason Bair’s Chemistry Class at Haltom High School
BYOD + Standard = Rigor Scenario Two: Several students with cell phones that can e-mail Premise: In groups, students have researched for half of class to learn about relationships within a particular biome Groups create graphic representation of food web, take a picture of it OR make a video, ande-mail the class blog. In the e-mail, they will also pose a question in the style of TAKS/STAAR. Students can later return to blog posts and answer each other’s questions. Depending on each phone’s capability, students could post: Text and images Video All of the above!
Let’s Try It!Subject line = Blog HeadlineBody = Blog Post email@example.com Option One: Video Record video Choose to e-mail it Option Two: Text and Image Take a picture or search for a picture and save it Choose to e-mail it Add text to the body of the e-mail Option Three: Text only Send a basic e-mail View Blog
Math Readiness StandardFunctions and their graphsAlgebra 2 2A.6 Quadratic and square root functions. The student understands that quadratic functions can be represented in different ways and translates among their various representations. The student is expected to: B) relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions
BYOD + Standard = Rigor Scenario: several cell phones with picture and/or video and e-mail capabilities Premise: Sample activity in CCO Students given an algebraic equation. They fill in the other 3 areas. Take picture of completed chart and post to blog site. They also include directions for a shift of the quadratic (ex: shift two units to the left) Groups switch so that they are viewing the blog post of another group and type text or make a video to explain the process needed to make the shift and patterns they have discovered about the nature of quadratics. Access to student-created review materials Interesting Article: Cellphonometry
BYOD + Standard = Rigor Students create multiple representations of quadratic functions Take picture and e-mail to Flickr page Teacher can then project pictures and: Whole class analysis of representations followed by translation to the other types of representations Use as warm-up or quiz artifacts OR Students can individually, or in groups, comment on Flickr posts with descriptions of the changes to the quadratic functions when a shift is introduced as well as the process taken to make such a determination. The key is that students should practice explaining the process to ultimately help uncover relationships between, for example, coordinates and the direction of the parabola. E-mail to post: firstname.lastname@example.org Photostream: www.flickr.com/byod21/
Social Studies Readiness StandardEconomics and industrialization8th Grade (13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to: (B) identify the economic factors that brought about rapid industrialization and urbanization. Readiness Standard
BYOD + Standard = Rigor Premise: Cooperative Learning Project Students research factors that led to Industrial Revolution and their impacts on the period Draw conclusions about impact of topic on modern American and global issues Design lesson to teach classmates Possible BYOD Insertion Points Research Project Organization and Productivity Create presentation materials Use PollEverywhere or Google Form for presentation critiques Use Wiffiti wall for classmates to ask questions of presenters
Social Studies Readiness StandardAbolitionist Movement8th Grade (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to (A) describe the historical development of the abolitionist movement Readiness Standard
BYOD + Standard = Rigor Premise: Students work in small groups to research assigned topics such as key figures, events and policies that affected the Abolitionist movement. Each group assigned topic at beginning of class and engages in mobile research for 20 minutes. Each group must gather the following and post to blog via mobile e-mail: E-mail #1: Picture and three key facts E-mail #2: View another group’s post and record a video response explaining an inference that can be drawn based on those facts. Conclude by discussing how the topic is related to movements in the world today. Multimedia project with collaboration complete in one class period! Class or individual students can return to blog for review or extension activities.