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Calhoun byod

  1. 1. Complete this Survey: ! This will provide data to us on effective use oftechnology. The data will only be shared in aggregate.
  2. 2. If you Don t Get ANYTHING Else TodayGET THIS... Technology  cannot,  by  itself,  create  technology is the 21st  Century  Learning  Environments...   but  it  can  be  a  powerful  leverage  for   change.   NOT the
  3. 3. BYOD Defined...Calhoun County Schools defines BYOD as a privately-owned, Internet capable electronic mobile device (seehandbook for specific devices that can be brought to school) that can be used during the school day to increase student engagement and facilitate learning.
  4. 4. Why Not Create Mobile Learning?
  5. 5. Why Not Create Mobile Learning?List Items from participants that are Barriers
  6. 6. BARRIERS •  TRUST -- teachers, students, administrators•  Software and compatibility issues •  Money for training•  Support •  Not all students have a device•  Battery Life •  Costs to upgrade wireless network•  Students not using technology •  Teachers don’t know how to manage appropriately •  District personnel don’t know how to•  Difficult to enforce an AUP manage•  Pirating and copyright •  Problem behavior and student safety•  Distractions •  Liability•  Small Screens Why Not Create Mobile Learning?
  7. 7. DRIVERS
  8. 8. DRIVERS What are the Drivers for Creating Mobile Learning Environments? List Items from participants that are Drivers
  9. 9. DRIVERS •  Becoming more feasible •  As technology advances, so do the opportunities for mobile learning•  21st Century Learning •  Attitudes of educators, parents and policy-makers are increasing•  Students have access outside the school day•  Need more devices in classrooms•  Students need to be engaged•  Research is showing that technology has an impact on student learning Why Not Create Mobile Learning?
  10. 10. Essential Conditions •  Visionary Leadership and Commitment •  Robust Technology Capacity •  Professional Development •  Scalability •  Policies that Promote and Support the Initiative
  11. 11. •  Promote NOT as a technology initiative but as an educational initiative •  Include all stakeholders (curriculum, technology, parents, students, teachers) •  Set clear goals, intended outcomes, expected benefits and risks •  Identify curricular goalsVisionary Leadership
  12. 12. Robust Technology Capacity •  Analysis of capacity of existing technological infrastructure •  Plan for new demands, •  Must have wireless access on campus •  Security and Privacy Considerations
  13. 13. •  Most teachers not trained in connecting curriculum to mobile learning•  Teachers must be able to use mobile technologies to change teaching and learning•  Not about replacing print resources with digital ones•  Can’t have an over reliance on the technology to produce results •  Teachers need constant support•  Must have fundamental changes in instructional strategies •  Funding must be included as part of overall plan for PD Professional Development
  14. 14. “I  don’t  have  time  to   integrate  technology   into  my  classroom.”   “I  already  have  so  much  to   do,  I  can’t  add  one  more   thing  to  my  day.”   “I  don’t  know  what   technology  integration  looks   like.”  The 5 C’s
  15. 15. “We  need  more  time  to  discover;   discover  new  Web  tools,  discover   new  websites,  new  delivery   methods.”   “We  need  opportunities  for  innovative   learning  projects  to  be  discussed  and   planned.”   “We  need  time  to  assimilate  new  concepts,   like  student  involvement  in  unit   development.”   “We  need  to  continue  to  develop  resources   that  introduce  effective  technology  to  our   staff.”  EdTech  Toolbox  (4-­‐30-­‐2011)  8  Ways  to  Support  Teachers  Integrate  Technology   What Teachers Say...
  16. 16. •  ‘Start Small, Think Big’ Mentality•  Small scale will help decrease risk and hasten recovery•  Technology capacity should be addressed at the outset•  Gain momentum from the small successes Scalability
  17. 17. Policies that Promote Initiative• Acceptable Use vs. Responsible Use• Don’t make policies too restrictive (ie, thetypes of devices allowed)• Language should be more INclusive thanEXclusive
  18. 18. 7 Habits of Highly Effective Education Leaders•  Create an Atmosphere that Inspires Innovation•  Foster Collaboration•  Be Open to New Ideas•  Be a Connected Learner Yourself•  Locate and Provide Adequate Resources•  Take Risks•  Have a Visionary Focus
  19. 19. •  Don’t expect teaching to change immediately •  Don’t assume the entire community Don’ts will be on board •  Don’t evaluate the program solely with test scores•  Don’t Wait till the last minute to train staff •  Don’t limit staff training to the summer•  Don’t expect it to go perfectly the first day •  Don’t expect email to be the best•  Don’t roll out every app known to man at option for submitting work the same time on the same day •  Don’t let fear overcome your•  Don’t try to control everything -- these are mission! not PC’s Top 10 Don’ts
  20. 20.
  21. 21. The four levels of the SAMR model:Substitution:the computer stands in for another technologicaltool without a significant change in the tool’sfunction.Augmentation: the computer replacesanother technological tool, with significantfunctionality increase.Modification: the computerenables the redesign of significant portions of atask.Redefinition: the computer allows for thecreation of new tasks that would otherwise beinconceivable without the technology. developed by Dr. Ruben Puentedura SAMR Model
  22. 22. SAMR Model
  23. 23. • What will I gain by replacing the older technology with the new technology? SAMR Model
  24. 24. • Have I added a feature to the task process that could not be done with the older technology at a fundamental level?• How does this feature contribute to my design? SAMR Model
  25. 25. • How is the original task being modified? • Does this modification depend upon the new technology? • How does this modification contribute to my design?SAMR Model
  26. 26. • What is the new task? • Will it replace or supplement older tasks? • How is it uniquely made possible by the new technology? • How does it contribute to my design?SAMR Model
  27. 27. Do Your Classrooms Look Like This?
  28. 28. Or, Do They Look Like This...
  29. 29. The Gold Key that Unlocks Learning... Professional Development Research Says: It takes 12 Days of ProfessionalDevelopment with Teachers to change their teaching practices to includetransformative technologies in the classroom.
  30. 30. ? How do we create a rigorous,relevant, student–centeredlearning environment thatbetter prepares all students for the 21 st Century?! Our Challenge
  31. 31. “ ” CAN’T! We should not keep studentsprisoners of their teachers past by blocking and banning them fromusing the tools and sites they need to succeed in the real world.
 -@InnovativeEdu Lisa Nielsen!
  32. 32. standards integrated INDIVIDUALIZED curriculum independentassessment interactive taxonomy learning theory innovative DATA instructionalstrategies inquiry intuitive mandates ipad pacing charts iPodtouch Why Does All This Matter?
  33. 33. iPodtouch pacing charts interactive instructional standards Until We Remember...! inquiry ipad learning innovative theory intuitive DATA integrated INDIVIDUALIZED mandates assessment independent strategiesIt’s About Our Students! curriculum taxonomy And It all Gets Jumbled Together
  34. 34. SearchingThe WebEfficiently Before The Lesson Begins
  35. 35. Which Google Search Tool best fits your purposes? Google Google Treks Google Trends Translate RegularGoogle Search Google Images Advanced Alerts Search Google Google Maps Videos Searching the Web
  36. 36. Regular Search Searching the Web
  37. 37. Refined Search Searching the Web
  38. 38. Advanced Search Say, you are looking for a pdf on deadly are the spiders in Alabama. Also, you need it to be written in Italian. Searching the Web
  39. 39. Advanced Search Searching the Web
  40. 40. Images Searching the Web
  41. 41. Videos Searching the Web
  42. 42. Google Trends Searching the Web
  43. 43. Google Translate Searching the Web
  44. 44. Let’s Try It Out Hands On
  45. 45. Whew! Let’s Take A Break
  46. 46. Whew! Let’s Take A Break
  47. 47. Content Starting at the Core...
  48. 48. Content Our Topic Today is:! ! Erosion! !! Starting at the Core...
  49. 49. Content Our Topic Today is:! ! Erosion! ! Our Focus Today is:! ! 6th Grade Language Arts! 6th Grade Science! Starting at the Core...
  50. 50. ContentScience (2005) 6th Grade Science ALCOS StandardsGrade ( s): 6 !2.) Describe factors that cause changes to Earths surface over time. Examples: earthquakes, volcanoes, weathering, erosion, glacial erosion or scouring, deposition, water flow, tornadoes,hurricanes, farming and conservation, mining and reclamation, deforestation and reforestation, waste disposal, global climatechanges, greenhouse gases •  Comparing constructive and destructive natural processes and their effects on land formations Examples: - constructive-volcanic and mountain-building processes; - destructive-erosion by wind, water, and ice •  Distinguishing rock strata by geologic composition Examples: predicting relative age of strata by fossil depth, predicting occurrence of natural events by rock composition in aparticular strata Starting at the Core...
  51. 51. Content Starting at the Core...
  52. 52. Content Starting at the Core...
  53. 53. Content Starting at the Core...
  54. 54. Content What do we KNOW about! ! Erosion! ! What do we WANT to know about! ! Erosion! ! HOW will we find information about! ! Erosion! K-W-H Accessing Prior Knowledge
  55. 55. CollaborationUsing 21st Century Skills
  56. 56. Collaboration Using 21st Century Skills
  57. 57. Divide into 4 Groups! Collaboration !At least one person in the group has access to Internet! ! Group 1: Cause of Erosion! Group 2: Effects of Erosion! Group 3: Characteristics of Erosion! Group 4: Preventions of Erosion! ! Write findings on the Post-It Note! ! Someone in group will share the findings!! Collaborating...
  58. 58. Collaboration Collaborating...
  59. 59. Collaboration Dividing into Groups 
 (Collaboration)! ! Researching Area/Finding Pictures 
 (Critical Thinking, Technology Literacy)! ! Presenting Findings 
 (Oral Communication)! ! Composing Text 
 (Written Communication)! !! Collaborating...
  60. 60. Critical Thinking How are we Thinking?
  61. 61. Critical Thinking What I!LEARNED! What Did We Find Out?
  62. 62. Creativity Creating the Purpose
  63. 63. Creativity Producing
  64. 64. Creativity So, Did We Do It?
  65. 65. Creativity So, Did We Do It?
  66. 66. Creativity So, Did We Do It?
  67. 67. NETS•S and NETS•T
  68. 68. CoachingRelevant & Job-Embedded
  69. 69. Coaching Teaching Old Dogs NEW Tricks
  70. 70. Coaching Actually the Reluctant Dogs...
  71. 71. Coaching But You Really CAN!
  72. 72. Coaching“ Things do not change; we change.
 ” -Henry David Thoreau, US Transcendentalist author ! (1817 - 1862)! The Bottom Line
  73. 73. Coaching “I  don’t  have  time  to   integrate  technology   into  my  classroom.”   “I  already  have  so  much  to   do,  I  can’t  add  one  more   thing  to  my  day.”   “I  don’t  know  what   technology  integration  looks   like.”   Remember what Teachers Say
  74. 74. Coaching “We  need  more  time  to  discover;   discover  new  Web  tools,  discover   new  websites,  new  delivery   methods.”   “We  need  opportunities  for  innovative   learning  projects  to  be  discussed  and   planned.”   “We  need  time  to  assimilate  new  concepts,   like  student  involvement  in  unit   development.”   “We  need  to  continue  to  develop  resources   that  introduce  effective  technology  to  our   staff.”  EdTech  Toolbox  (4-­‐30-­‐2011)  8  Ways  to  Support  Teachers  Integrate  Technology   Remember what Teachers Say
  75. 75. TEACHERS ROLE! !Teachers are facilitators of learning. Therefore, they should not spend time fixing technical difficulties with students’ personal devices in the classroom. Teachers should educate andprovide guidance on how to use the device, but are not responsible for technical support. ! Procedural
  76. 76. SAFETY FIRST! ! Students should connect their device to the CCSPOD network. Watch for those students who have mobile plans on their devices andmake sure they are connected to the CCSPOD network -- this ensures that their Internet is being filtered.! !Teachers must incorporate responsible use of devices as part of classroom instruction.! Procedural
  77. 77. CHARGING DEVICES! ! Students should come to school with their device fully charged. If a student needs to charge their device, it will be up to theclassroom teacher to decide if they can or not.! Procedural
  78. 78. SECURITY AND DAMAGES! ! Calhoun County Schools is not liable for anydevice that is stolen or damaged. Students andparents should LABEL their devices/cases with personal markings to identify the device.! Procedural
  79. 79. Universal Statement across the district for:! ! Eyes on the Teacher! “Hands Up”this means that students should raise both hands and look at the staff member Procedural
  80. 80. Universal Statement across the district for:! ! Put Your Device Away! “X-Out”this means that students should put their devices away. Procedural
  81. 81. Students are NOT ALLOWED to! download apps at school! ! Teachers should NEVER say to a student “you HAVE to have this app.”! !Encourage students to download apps at home prior to coming to school.! !Provide a list of apps that you would encourageparents to download for their child. But do not make it mandatory.! Procedural
  82. 82. If you Don t Get ANYTHING Else TodayGET THIS... Technology  cannot,  by  itself,  create  technology is the 21st  Century  Learning  Environments...   but  it  can  be  a  powerful  leverage  for   change.   NOT the REMEMBER
  83. 83. Melody Collier! i21Zone Specialist! Software Technology, Inc.!!! (334) 300-5665!Contact Information