1. ABCs of BYOD for
World Languages
ESOL/World Languages
Nov 12, 2013
Michelle Olah
2. While you are waiting...
• On your personal device (iPad, smart phone, laptop) Please
log on to SCPS Public Wifi
• If you have a smart phone, you can go to your app store
(Google Play or Apple App store) and search and download
the following apps OR scan your handout with a QR code
reader
Apple OR Android
Animoto
Buddy Poke
Socrative (teacher and student)
Tellagami
3. Group norms
•
•
•
•
Put mobile devices away when we aren’t using them
Respect others level of understanding
Try and stay with group – ask me for help if needed
Keep sidebar conversations to a minimum
5. Learning Goal
The participant will be able to describe effective
strategies and tools to implement a BYOD policy
in their world language classroom to help students
practice and deepen their knowledge.
6. Workshop Objectives
Participants will be able to answer the following questions to inform their decision
regarding allowing mobile devices in their world language classrooms
• What are mobile devices and BYOD? (ipads, kindle, tablets, cell
phones, smart phones)
• What are the pros/cons of BYOD in the classroom?
• How can BYOD differentiate instruction, motivate students and
increase student use of the target language?
Goals
7. Technology Pre-test
Two ways to participate
1. Use a website to respond
OR
2. TEXT your response (you can share a cell phone
with your neighbor if needed)
Poll Everywhere
8. To respond using
website:
TO RESPOND USING
TEXTING:(like you are
Open your texting window
๏
going to text a friend)
๏
The number you are going to text is:
37607
๏
In your message box you will type the
number that corresponds with your
desired response.
๏
It will look something like this:
• Go to:
PollEv.com/scpsworldlang
• Answer the posted question
11. Stand Up, Hand Up, Pair Up
• With your circle map, stand up
• Put your hand up and walk around the room greeting people in the language you teach
• When the music stops, pair up with the person NEAREST to you and put your hands
DOWN
• Discuss your circle map and add to/revise your map as needed
Online Timer
12. Round Robin
• Each person has 45 seconds to tell the benefits and
concerns - no one else talks or responds.
• The Final 45 you can talk and add to your circle map.
• The clock won’t stop! Don’t get distracted
13. As a team choose your 3 top
concerns and 3 top benefits and
add them to the padlet at
http://padlet.com/wall/pe2tftc496
(or scan the QR code on your
handout)
Pros/Cons
14. Reflection:
Do your perceived
benefits outweigh the
concerns?
Can you overcome
your concerns?
What will help you
make a decision?
Take out your circle map. Pick the most important frame of reference for you to consider –teacher, parent,
administrator, student. OUTSIDE of your frame, answer the reflection questions based on that frame of reference.
15.
16. • Step 1: ASK YOURSELF WHAT YOU’RE TRYING TO
ACHIEVE by incorporating mobile devices into your curriculum. Do
you want to…
• Lower anxiety level of students?
• Encourage students to use the target language?
• Individualize student learning?
• Encourage creative expression?
• Make learning available anytime and anyplace?
• Incorporate more authentic resources into your class?
• Promote 21st century technology skills?
The answers will lead you to the right apps.
STEP 1
Rocket timer
17. Step 2: SURVEY YOUR STUDENTS ABOUT
WHAT DEVICES THEY HAVE and how they use
them
Sample: http://www.surveymonkey.com/s/55FTCVZ
• Do they have unlimited texting?
• Can they post online?
• Are there limitations on the size of files they can
upload?
• With this information, you will have a complete
picture of what resources your students can
access.
STEP 2
18. To respond using website:
TO RESPOND USING TEXTING:
๏
Open your texting window (like you are
going to text a friend)
๏
The number you are going to text is:
37607
• Go to:
PollEv.com/scpsworldlang
๏
In your message box you will type the
number that corresponds with your
desired response.
• Answer the posted question
(you can respond more than
once)
Text
19. Step 3: Develop specific policies and
classroom management techniques to manage
BYOD
✴Review SCPS AUP and BYOD Policies
JHMS policy
STEP 3
20. Step 4: Communicate your plan to your
students, parents, administrators.
How are you going to get the information out?
Do you need Parent Permission slips?
Invite your administrator to participate/observe
Sample Parent letter
STEP 5: Implement your plan
Perhaps start as a “pilot program” with 1 or 2 classes
to work out kinks and build excitement with other
classes.
STEP 4 & 5
21.
22. BYOD friendly tech tools and apps
Choosing the right tools for the right
reasons and goals
Tools
23. Which tools should I use?
FIRST, decide
what you want to
do…
THEN pick the right
tool
24. Formative Assessments
• Use BYOD in formative assessments to inform instruction,
identify potential gaps in knowledge or misunderstandings,
and encourage student self reflection on what they know.
• Some good tools for this - Poll Everywhere, Socrative,
Padlet, and Infuse Learning.
Formative
Assessments
25.
26. Why is BYOD great for Formative
assessments?
•
•
•
•
Ability to be anonymous
Data available instantly
Data more easily able to be tracked
Fun and engaging for students
Formative
Assessment
27. Tools for Formative Assessment:
Tool
Platform
Socrative
Apple, Android, Web
www.socrative.com
Polleverywhere
Web, texting
www.polleverywhere.com
Infuse Learning
www.infuselearning.com
Web (mobile device friendly)
Padlet
Web (mobile device friendly)
www.padlet.com
28.
29. Summative assessment to evaluate
student learning/Tools to practice and
deepen knowledge
• Option #1 Let the STUDENT choose the tool - You concentrate
on the educational goals and they can concentrate of the
technology.
• Option #2 You choose the tool but make sure it is multi platform,
easy to use and you have a backup plan.
Summative
Assessment
30. Category/Tool
Platform
Application
Interactive whiteboard
apps Doceri, Educreations,
Screenchomp, Lensoo
Create
Doceri, Educreations,
Screenchomp (Apple)
Describing content mastery, teacher others
Video/Animoto
Android and Apple
Creative tool to summarize learning. Good for
presentational speaking (if they use videos) or
presentational writing.
Podcasting/Audioboo
Android and Apple
Extending recording, Can be used for
interpersonal dialogues
Buddypoke
Android, Apple
Fun app that allows students to customize an
avatar and give it voice.
Tellagami
Android, Apple
Talking avatars
Fotobabble
Apple, web
Students add their voice to a picture
Haiku Deck
Apple, soon on web
Presentational writing,
Thinglink
Apple, web
Add video, and text to an image
Lensoo Create (Android)
http://www.manuchao.net/radiolina/
DQ2 7 (triads or quads)
DQ 2 10 Processing of information
Round http://www.online-stopwatch.com/full-screen-interval-timer/?c=fw8s4cbczj
Robin – Each person has 45 seconds to tell what they came up with, no one else talks or responds. The Final 45 you can talk and add to your circle map.
Share out by random selector?
DQ 2 12 Recording and representing knowledge
As a TEAM choose 3 of your top concerns and 3 of the benefits and add them to the padlet
Notes: sign in as scpsworldlangauges to demo
Take out your circle map. Pick the most important frame of reference for you to consider –teacher, parent, administrator, student. again and circle your 3 big
gest concerns and the 3 biggest possible benefits. OUTSIDE of your frame, answer the reflection questions based on that frame of reference.
DQ2 13 Reflecting on learning
DQ 2 7 Organizing students to interact with new knowledge (diads)
Quick Think Pair Share with your shoulder partner – one of you will be called on to report
http://www.online-stopwatch.com/rocket-timer/
What are you most concerned about as far as classroom management? Brainstorm some possible solutions.
This is really important-
DQ2 6 Identifying critical information
Sign in to infuse learning.com under michelle_olah@scps.k12.fl.us
I’ll show you 5 examples then you choose what you want to work on with a partner
