Embedding BYOD into
Classroom Practice
Associate Professor David Parsons
Massey University, Auckland, New Zealand
Jam Tomorrow
“The rule is, jam tomorrow and jam
yesterday – but never jam today. It MUST
come sometimes to 'jam today', Al...
BYOD
• The Bring Your Own Device revolution
is changing the very nature of teaching
and learning, and disrupting the
tradi...
BYOD Widely Accepted
• 35.2% of New Zealand secondary
schools, 20% of intermediate schools
and 6.9% of primary schools alr...
The Project
• First New Zealand state school to
require parents to provide devices for
their children (iPad2)
• 2 years co...
Infrastructure Investments
• (out with the) Old
– specialist computer labs
– lease of computers
– technical support
– main...
Beyond Infrastructure
• Common vision teaching and learning
• Willingness to embrace change
• Stakeholder support
– board ...
Teaching & Learning Concepts
•
•
•
•

Flipped classrooms
Project based learning
Flexible physical spaces
SAMR model
(Ruben...
Learning spaces
• Education as a journey through
different environments (Scott Morris)
– the cave (independent, reflective...
Generic Device Use
• Digital media (multiple literacies)
– enhancement
• Food Technology - videos of cooking
• Science - p...
The role of social media
• Students are already ‘living’ on social
media
– does/should the school reach out through
such t...
Challenges of device use
• Internet connectivity, speed and
coverage
• Historical issues - lack of preparation
– not prepa...
Some conundrums
• Should non iPad owners be required to
share with iPad owners to use apps?
– how does this make them feel...
BYOD for Specific Subjects
• Mathematics
– games and on-line resources

• Physical education,
– performance analysis

• Da...
BYOD for Specific Subjects
• English / Drama
– mind maps used to analyse
action, storyboards and characters

• Sociology
–...
BYOD changes…
– student activities
– how work is presented
– how teachers provide feedback
– how work is showcased to the ...
Lessons Learned
• The new ‘normal’
– 1-to-1 devices are ‘normal’- what next?

• Some boundaries are clearer
– when to use ...
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Jam today - Embedding BYOD into Classroom Practice

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Presentation from the 12th World Conference on Mobile and Contextual Learning about a BYOD project at a New Zealand secondary school

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Jam today - Embedding BYOD into Classroom Practice

  1. 1. Embedding BYOD into Classroom Practice Associate Professor David Parsons Massey University, Auckland, New Zealand
  2. 2. Jam Tomorrow “The rule is, jam tomorrow and jam yesterday – but never jam today. It MUST come sometimes to 'jam today', Alice objected.” – Lewis Carroll, ‘Through the Looking Glass and What Alice Found There’ (1871) Image: http://www.flickr.com/photos/fortytworoads/746233407/
  3. 3. BYOD • The Bring Your Own Device revolution is changing the very nature of teaching and learning, and disrupting the traditional roles of teachers and students Image: http://www.securedgenetworks.com/secure-edge-networks-blog/ bid/78530/4-Tips-for-BYOD-on-School-Wireless-Networks
  4. 4. BYOD Widely Accepted • 35.2% of New Zealand secondary schools, 20% of intermediate schools and 6.9% of primary schools already operate a BYOD policy • 75.7% of those surveyed supported the idea of BYOD in schools, 14.3% were still undecided, while only 1 in 10 surveyed did not support the idea • (Adobe, 2012)
  5. 5. The Project • First New Zealand state school to require parents to provide devices for their children (iPad2) • 2 years completed • Started with Year 9 (13/14) • Now percolating through the whole school
  6. 6. Infrastructure Investments • (out with the) Old – specialist computer labs – lease of computers – technical support – maintenance • (in with the) New – ultra-fast broadband and wireless – teacher devices – professional development – management software
  7. 7. Beyond Infrastructure • Common vision teaching and learning • Willingness to embrace change • Stakeholder support – board of trustees – parent body • Good pastoral system – software – contracts – sanctions
  8. 8. Teaching & Learning Concepts • • • • Flipped classrooms Project based learning Flexible physical spaces SAMR model (Ruben Puentedura) – not very deep, but popular with teachers
  9. 9. Learning spaces • Education as a journey through different environments (Scott Morris) – the cave (independent, reflective learning) – the campfire (listening to and absorbing knowledge) – the watering hole (informal learning, discussing, creating meaning with others) – the mountain top (presenting, publishing and demonstrating understanding)
  10. 10. Generic Device Use • Digital media (multiple literacies) – enhancement • Food Technology - videos of cooking • Science - photos of experiments in lab book – transformation • Technology - student created videos of demonstrations • project based learning - creating, sharing, reinterpreting
  11. 11. The role of social media • Students are already ‘living’ on social media – does/should the school reach out through such tools? • Educational social media tools – Facebook v. Edmodo?
  12. 12. Challenges of device use • Internet connectivity, speed and coverage • Historical issues - lack of preparation – not prepared for the flipped classroom • Basic digital skills – efficient web searches, appropriate sites. • Finding the right app – trouble with Flash and iCloud
  13. 13. Some conundrums • Should non iPad owners be required to share with iPad owners to use apps? – how does this make them feel? • Should valuable digital resources on the ‘wrong’ platform be abandoned? • Which applications should be consistent? • What are generic areas of digital literacy?
  14. 14. BYOD for Specific Subjects • Mathematics – games and on-line resources • Physical education, – performance analysis • Dance – Ubersense slow motion video analysis for sports, used for dance • Languages – video and analyse role play
  15. 15. BYOD for Specific Subjects • English / Drama – mind maps used to analyse action, storyboards and characters • Sociology – Wikipedia is not enough • Music – composition, virtual instruments, sheet music
  16. 16. BYOD changes… – student activities – how work is presented – how teachers provide feedback – how work is showcased to the world – how students collaborate – how staff collaborate – the role and nature of home learning
  17. 17. Lessons Learned • The new ‘normal’ – 1-to-1 devices are ‘normal’- what next? • Some boundaries are clearer – when to use the device, and when not • Some boundaries are more blurred – tools from life or tools from school? • Not just flipped – a more fluid model of teaching

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