We have started off the year by throwing ourselves wholeheartedly into the BYOD ocean. It has been a positive start to our BYOD journey. It was interesting, too, to hear the enthusiasm of most of our parents at our Meet the Teacher Evening & Showcase last week around the benefits that technology is bringing to their daughters’ learning. However, it has not all been plain sailing and I know that some students and teachers have encountered some choppy water. Some parents too, expressed some concern to me about the steep learning curve that they were on in terms of getting to grips with technology. So I put together these thoughts for my semi-regular IT Update for teachers yesterday.
Tips and tricks for successful technology integration.
Keep it balanced – remember that the aim is to blend technology with your already excellent teaching strategies. You don’t have to use technology every lesson. Students welcome breaks from their screens and it is good for them.
Provide time – time to work things out like uploading work to Google Classroom, or to learning portfolios. It may be frustrating at first to not be able to get through your programmes but laying down the foundations of digital literacy will be worth it in the long run. Time is also needed for homework. Some students may not have internet at home, or they may be on a limited bandwidth or data limit. So give them a few days to complete work that necessitates online access and encourage them to manage their time and prioritise effectively.
Lay the foundations of Digital Literacy – Our students are not all “digital natives” and they don’t all know how their devices work let alone the tools we are asking them to use. To start off with give them some choice of the tools (software) they want to use but limit it to what you and the majority of the students know. That way they can build their competency and then spread their wings.
And talking of wings – why encourage those students who do know how things work to be “Digital Angels” in your classes and ask them to support the others.
Differentiation & Learning Readiness – just as you do when using traditional approaches to Teaching & Learning, think about differentiating when using technology. Let the students choose what they are comfortable with whilst encouraging some risk-taking and exploration but give them the choice not to submit digitally if they prefer to write on paper. When they are ready they will go for it.
Provide some hard copies of google docs or other online resources so that students who are having trouble getting online, or those that prefer, can still access the work. I usually photocopy about 10 copies and share them around.
Work in pairs or threes – encourage sharing of devices. Not everyone needs to be on a device all the time. Group work that allows for mixed tasks is still seen to be the most effective use of devices in a classroom.
High stakes – start small – avoid stress. Try to do some small tasks to start off with using the technology that you want to use for assessments in the future so that you and the students build competency and confidence. When the important assessment comes you and they then don’t spend time stressing about how the technology works and you can focus on the task.
Distraction – off task behaviour. One of the issues many teachers encounter is “off task” use of devices in class. This is something that will not go away completely. How many of you played noughts and crosses or other games, or wrote notes to friends in the back of the class when you were at school? Or maybe I am the only naughty one here! And how many of you check your phones in staff meetings? Are you engaged? Are you focussed on the task? We can employ similar classroom management strategies to those we use to minimise traditional off-task behaviour for off-task digital behaviour. It comes down to expectations and each teacher will have slightly different expectations for their classroom and they may also vary according to the activity. Here are some of the ideas that have been discussed in our staffroom over the last few weeks;
- Make it clear to students what you expect as they come into the classroom and ready themselves for the lesson. Some teachers are happy for the girls to log on immediately and be working on online activities, others prefer to start the lesson off without a device. It is up to you.
- Ask students to close the lids of the laptops and fold covers over smaller devices when you are talking to them or when you are having class discussions. Or, you could ask them to turn their computers around so they are facing away from them and the keyboard is not a magnet for those itchy little fingers!
- Suggest that phones, which are secondary devices are kept in pockets unless specifically needed to supplement a task. Often the girls prefer to use their phones for quick research but they are perceived to be the biggest source of distraction. Personally, I am happy for them to have them at their fingertips as they are such a powerful tool for learning. Trust is a huge factor here and everyone “focusses’ in different ways.
- Listening to music as they work, has always been a contentious topic. Again, make your expectations clear. For some tasks it doesn’t cause a problem and will help focus concentration. I find, though, that unless they have a playlist set up, they spend more time choosing songs than working.
- Use situations where digital behaviour is not what you expect as an opportunity to have a class discussion about citizenship (both digital and non-digital) and our responsibilities as global citizens.
- Knowing how to “drive” their own device is important. If students want to use a particular tool to complete a task you have set, it is their responsibility to know how it works before they have to submit. As above, provide time to explore and learn in a preparation task so that you and your students can develop your skills.
- Plagiarism, referencing, use of digital media and software. Please insist that everything is referenced and as far as is possible they have used images, music, videos that are licensed to re-use.
- But the most important strategy for minimising off task-behaviour is engagement. If your students are engaged in their learning, they won’t engage in off-task activities!