BYOD Personalizing Assessment with Formative

There are a few different non-SMS tools that allow teachers to assess students' understanding or prior-knowledge.  One that I came across recently has an added feature of being able to assess and discourse in real time, rather than after students' finish their work.  Formative is similar to other tools in that a teacher can set up an account and post an assessment for students to take on their mobile devices (must have Internet access).  However, Formative goes one step beyond just watching live (via a teacher's computer) as students work on their assessment, the teacher can actually give real time feedback as they watch a student work.  For example, a student may be writing a response and the teacher can comment (just to that individual student) in the middle of the response to remember to include their punctuation marks.  Or a student could be drawing a picture and if it is a student that struggles with their fine motor skills, the teacher could send them a note of encouragement as they work.  In addition, the teacher can give grades (rubric scale points such as 0-10) to the student as they are working.

So what?
I use the Triple E Framework to measure technology in lesson planning, which focuses on ways to help students engage, enhance and extend learning goals.  What I like about Formative (besides the fact that it is free!) is that the focus is not on the final product or grade, rather it is on the process of learning (and the learning goals!).  It allows teachers to personalize (and perhaps differentiate) learning based on students needs in the moment.  They are able to co-use the software in a mindful way.  Research tells us that it is very important for children to be able to talk about what they are doing in software and how it connects to the learning goals with others (more learning gains this way).  The teacher can make sure the students are staying focused on the learning goals through the messaging system back and forth.  In addition, the grading system allows for learning from failure and mistakes, and allows opportunity for students to correct their mistakes without fear or penalty.

Note to Formative:  I would also like to see this extended to parents, so they too can see their children's work in real time and comment.

A Parent’s Guide to BYOD: 10 Questions Every Parent Should Ask Their BYOD School

Schools that implement a Bring Your Own Device (BYOD) approach to technology have taken great care to develop strong policies and guidelines for students using their own devices.  Most schools inform the parents, asking them to sign permission forms and BYOD policy guidelines, and spend much time justifying “why” they have a BYOD policy.  Yet, schools tend to leave out an important piece:  how parents can best support the schools BYOD learning to policies at home.  Many parents are often a bit confused as to what their role is in a BYOD school.  

10 questions parents should be asking the school district

1. What are the optimal devices that work best for my child to fully participate in the BYOD activities at school?
2. What type of mobile plan do your recommend that I/we purchase for my child’s device?
3. Do you recommend that my child pay for their own device or is it better that I pay for all or part of it?
4. Does our family need to have Wifi or Broadband Internet?  If we don’t have Broadband Internet, is there another way we can participate?
5. Are there any software or hardware companies where the school has a “discount” for families?
6. What if we cannot afford a device for our child?   Does the school provide devices to loan to families?  Does the school have a scholarship account for children in need? 
7. What are the rules and structures around device use at school?   Should I be implementing these same rules at home? 
8. Do you have any resources that could help support digital citizenship at home?
9. Are there classroom or school activities that I can also participate in through my mobile device?
10. Do you have any suggestions how I can better communicate with my child through our mobile devices? 

What other questions should parents be asking schools with a BYOD policy?  Please share in the comments below

5 Common Mistakes Schools and Teachers Make When Implementing BYOD

Anyone who has read this blog over the past decade is aware that I have always been an advocate for "bring your own device"---in particular student cell phones.  However, as more schools have been changing their policies to be inclusive of a BYOD policy, there have been some mistakes made along the way.  I want to share these common errors in hopes that other teachers and schools can learn from the trailblazers.

Not creating a policy first
In the early days of BYOD, many teachers would get excited by the idea and immediately ask their students to take out their cell phones in class for an activity.  While there was initial excitement, this also led to some students abusing the tool and using it in non-educative ways.  It is important that teachers work with their students to develop rules and structures BEFORE asking them to take out their devices to use in the classroom.  Once rules are in place, then the students know the expectations and consequences for misuse, and distractions are less likely to happen.

Requiring that all teachers use the devices
Over the past five years, school districts have written district-wide policies about how BYOD can be used in the classroom.  Some of those schools have chosen to require that teachers use student's devices, despite teachers not being comfortable or not seeing a strong educative purpose.  Teachers should be given a choice, just as they have other choices in other tools used in their lesson planning.  Forcing teachers to do something they are not comfortable with or that they do not think is in the best interest of the children, will not yield positive results.  Teachers may even resent the new policy in the end.

Starting BIG
Of course teachers are innovative and creative, thus when they hear about a new way to use cell phones in learning, they tend to think really big and come up with complicated ideas for how to integrate them.   Yet, as with most technologies, a small pilot is a more manageable way to begin.  Teachers can do small optional projects for homework and then simple activities in the classroom.  Districts can ask a group of teachers to pilot the BYOD policy, rather than all the teachers in the district.

Assuming ALL kids and parents have cell phones
While cell phones are becoming more ubiquitous amongst children and adults, there are still plenty (mostly lower SES) that do not have access or do not have access to higher-end devices such as Smartphones.  Teachers need to be careful about relying too much on just using apps and websites with BYOD.  Inevitably some of their students will only have a feature phone that can text and make a phone call but no Internet.  Teachers need to make sure they have surveyed their students so they know the types of phones, plans and access that their students actually have.  Then design BYOD lessons for ALL students.

Doing something because it is "shiny"
BYOD is very sexy.  When you see a picture of students using their own devices in classrooms, the thought is that they are innovative 21st century learners.  However, just because students are using their devices does not mean that the learning goals are being met in a way that is enhanced.  It may actually be the opposite, students may be distracted by the app they are using on their phones, and not focusing on the content learning.  Teachers need to make sure they are designing BYOD with the end goals in mind, and not designing based on a new fun app or mobile resource they just learned about.


What are some other pitfalls that schools or teachers fall into when implementing BYOD?  I would love to hear from you?

8 Reasons to Choose BYOD over 1:1

Over the past five years we have seen a growth in the Bring Your Own Device (BYOD) movement in schools (and business!) with over 71% of school districts allowing students to bring their own devices for learning.    At the same time I am hearing about schools moving away from 1:1 programs, in particular 1:1 iPad programs.  For the purpose of this blog post, I will define 1:1 as schools that purchase the same technology devices for all their students, and allow them to borrow them in some form for the entire school year (eventually handing them back to the school).

I have given this topic much thought and research.  After which I have found that there are some important reasons why schools should consider a BYOD program over a 1:1 where the school purchases the technology for the students.

Sustainability

• 1:1 programs are difficult to sustain because you must purchase or lease new technology every 3 to 4 years.
• BYOD allows families to purchase what they can afford and what works for their families rather than being told by a school what to purchase, even if it does not work for their families.  Yet, while the school must have the infrastructure in place (access to strong Wifi..etc), they do not need to replenish new devices every couple of years.  

Equity

• 1:1 programs do not always allow students to bring home their technology tools, thus not having 24/7 access to their learning tool.  This also limits what teachers can assign for homework or extended class assignments.
• BYOD guarantees that students will have 24/7 access to their learning tools.

Exposure 

• 1:1 programs only focus on how to use one particular technology, thus students are exposed to less technology platforms (and often apps/resources).
• In BYOD students in the schools are exposed to a variety of devices and platforms.  For example students can watch teachers model how to do the same activity on an iPad, a Chromebook and an Andriod phone.

Student Responsibility 

• While 1:1 programs may be a bit easier for the technology coordinator (if schools are lucky enough to have one!) to troubleshoot problems, they also are dependent on the technology department or coordinators to do all the troubleshooting.
• BYOD programs are more dependent on families and students doing their own troubleshooting, thus allowing them to take ownership and responsibility over their learning devices.

Long Term Access

• 1:1 programs often take back the technology lent to students after a certain grade or graduation from a level of schooling.  And there is no guarantee they will have a digital tool from the school at their next level.
• In a BYOD program, once students leave their elementary or middle school, they will continue to have access to their learning tool.

Natural Curiosity

• In 1:1 programs the technology is selected by the schools, thus the students do not always feel as connected and interested in the selected too (some do, some would have preferred a different tool).
• In BYOD programs students are inherently engaged and curious with their own devices.  They often had a say in what they wanted to purchase, and use it everyday for entertainment, thus they 

The Research

• The best research says that the more access to the tool, the better.  BYOD guarantees 24/7 access while 1:1 programs cannot always guarantee this.

The Real World

• More and more businesses are adopting the BYOD model and moving away from the 1:1 model in their companies.  Thus, as schools often want to connect to the authentic world, what could be more real than exposing students to the same technology structure they will experience in the work force?