Archive for category BYOT Strategies
This post is part of a series about the Building Blocks for Personalized Learning. The building block of Critical Thinking helps to construct a firm foundation for personalized learning. In many classrooms, teachers don’t provide the time necessary for critical thinking in order to develop original solutions to problems. Many of the problems that are provided to students also have only one possible right or wrong answer and don’t encourage true critical thinking. When students are given the opportunity to utilize all of the resources available within a classroom (including their own ingenuity) to solve problems, they can be challenged to personally connect to their learning and construct new understanding.
Strategies for Promoting Critical Thinking
Provide Time for Reflection – After being presented with unfamiliar content and ideas, students need time so that they can accommodate that new information within their previously developed schema of that topic. This process involves making sense of new concepts by constructing or reconstructing personal frameworks of thought. Solely telling students to accept the information and moving on to new content doesn’t enable them to work through this process. Students can reflect in a variety of ways, and an effective practice for reflection is for students to learn what ways best help them to make sense of new information. Some strategies could include drawing an illustration; creating a mind map or graphic to understand how concepts are interrelated; or restating information in your own words and making a recording for playback.
Ask Open-Ended Questions – Essential questions proposed at the beginning of a lesson can set the stage for new learning and helps students focus on the core components of a concept or process. This practice helps students answer why they should be learning this information and explains why they should give it their attention. Personalizing the questions will again help students become more connected to that content, so they should also learn how to ask their own questions about topics. Effective questioning for both teachers and students requires practice. Closed questions have one right or wrong answer, and it is virtually impossible to connect to those questions personally. Open questions provide students with opportunities to answer them in a variety of ways based on personal experiences and understandings. Encourage students to provide evidence to support their thinking as they answer open questions to reinforce the connection between personal experience and new content.
Design Rigorous Assignments – So much time in school is spent doing rote types of assignments and activities that involve answering closed questions – completing worksheets, taking notes, etc. Rigorous assignments are those that stretch student thinking with complexity, intricacy, and divergency. Even when teachers have students complete projects or hands-on activities, many of the steps for completing those assignments are pre-determined by the teacher and often stifle true critical thinking. Having students design their own strategies for showing their thinking adds rigor to an assignment. Exploring and discovering new processes for using tools (such as technology) can also add complexity to learning tasks – and promotes effective digital learning, rather than just digitized learning. This practice is often a struggle for many students, especially because many of them are unused to being asked to really think in school. Initially, teachers may have to model the process of critical thinking for students in order to scaffold steps for completing a rigorous assignment.
Expect Every Child to Contribute – When posing questions to students, teachers sometimes rely on the first few responses from a couple of students and proceed to additional concepts. Struggling or introverted students begin relying on others to answer all of the questions in class while they remain silent. This practice keeps them from thinking critically about the content. Every student needs to grapple with the information and contribute to the collective understanding of each concept. Using a student response system can provide each student with a voice and assist in sharing ideas. Likewise, synchronous and asynchronous participation in discussion forums can also serve to help students process their thinking about what they are learning. Even having students turn to each other and discuss new information or to answer an open question and then share their thinking with the class provides a greater opportunity for participation.
Provide Multiple Ways to Show Understanding – Having every student utilize the same application or complete the same process to show their understanding can limit opportunities for critical thinking. Providing multiple ways to show understanding can enable students to think through the process or the application that better meets their individual needs or capitalizes on their personal strengths or interests. Again, it can be daunting for students to learn all of the possible ways that they could show what they know, but teachers can help facilitate this process by providing choices, modeling thinking, and being open to a variety of learning strategies. Engaging students in the process of developing a rubric for evaluating their thinking and assignments can also support personalized learning.
There are many more strategies for encouraging critical thinking in classrooms, but teachers can begin utilizing the five strategies described above for personalizing the learning experience for students. As with any strategy implemented with fidelity, on-going practice and support will also help both teachers and students develop more expertise in critical thinking.
Almost two years ago, I wrote an article for eSchool News entitled, “The Advantages of the BYOT Classroom.” At the time, I was the Coordinator of Instructional Technology for Forsyth County Schools in Georgia, and the advantages that I listed were the qualities that I had observed in classrooms that effectively utilized Bring Your Own Technology (BYOT) to transform teaching and learning opportunities with students’ personal technology tools.
Now, I’m collaborating with several schools and districts around the country that are beginning to implement Personalized Learning to better connect students with engaging academic content; to facilitate the development of digital age skills; and to utilize technology to provide access to anytime, anywhere learning. These benefits occur as districts, schools, and teachers recognize that students have unique strengths, needs, and interests that must be considered within the design of instruction. The methods for addressing student individuality may differ, but they include the same hallmarks of the BYOT classroom. In the illustration above, I refer to these as building blocks, as they collectively construct a firm foundation for personalized learning.
Within each of the blog posts linked below, I focused on the concepts included within the illustration of the building blocks to highlight why they are essential, foundational components for personalizing learning. I also included strategies or described necessary qualities for encouraging the development of each building block within your own personalized learning implementation plan.
Building Blocks for Personalized Learning Blog Posts
- Critical Thinking
When discussing Bring Your Own Technology (BYOT), the issue of equity is always a concern; however, schools have many issues with equity regarding learning opportunities. Teachers within a school may utilize different teaching methods and strategies, so students may utilize different resources for different purposes. Some teachers choose to use project-based learning to engage students with content at school. Other teachers work especially hard to create and nurture a caring learning community, and they understand what motivates and inspires their students to learn regardless of the obstacles in their lives. Schools often have varying availability and access to digital tools and resources. This access might be due to the resources students already have in their lives and that they bring from home, but sometimes it’s due to the ingenuity and vision of the school leadership to pursue every available avenue to ensure student success.
A Shift in Thinking – Sharing Ownership of the Learning
When schools encourage students to bring their own technology tools and devices, they have new ways for connecting with each other, their teachers, and content. Some schools provide students with technology resources within their classroom for collaboration or provide devices with a one-to-one implementation. Regardless of the methods used to ensure students have technology tools, digital resources, and access, students need to share in the ownership of their learning experience within their learning community. This shift often requires that teachers empower students in the learning process. Teachers have to be willing to try new things with technology tools and understand that students may be the best “just in time” experts to explain about a new concept, solve a technical issue, or ask engaging questions. Teachers don’t have to specify how a project should be undertaken and completed. Instead teachers can offer choices and provide guidance for each student to find ways to share his or her own unique voice in order to show what they know.
A Scenario of Inequity
One of the most inequitable learning scenarios occurs when students go to school and discover that they have the teacher that doesn’t choose to use technology; or doesn’t choose to engage in project-based learning; or doesn’t choose to ask engaging questions. Meanwhile, their peers may end up in classrooms with teachers that employ digital learning and personalize the learning process. All students need to develop digital age skills to be successful in an ever-increasing digital world.
Ensuring Equity in Schools
One way of ensuring equity at schools is by guaranteeing that each teacher has access to a sustainable equitable digital curriculum as a foundation for personalized learning. Some teachers will be late adopters of technology, but if they have access to a repository of resources populated with lesson plans and learning activities designed by more capable trailblazers they may be more willing to try new strategies. Consistent modeling, support from school leaders, coaching, and quality professional learning can be the tools that these teachers need for success. By providing teachers with access to sustainable digital resources, in addition to helping them develop personal goals and achievable expectations, schools can become closer to providing an equitable learning experience for students.
When you see a student with a personal mobile device in the classroom, what do you think is happening with that device?
In the above illustration, what is the student doing? Here are some possibilities…
- conducting research
- creating a project
- texting a parent, friend, or teacher
- watching a video
- playing a game
- reading a news article
As educators, we could argue the instructional merits of what is happening with the smartphone that the student is holding. Many of our initial thoughts and concerns are framed by our own perceptions and experiences of how we personally use technology.
I read a heavily circulated article this week that detailed some research from the UK on the banning of students personal technology tools. This research revealed that students perform better on standardized tests when their schools ban the use of personal mobile devices. Apparently, this improved performance was due to the lack of distractions. Obviously, I can’t argue with the research, but I do have several questions and thoughts related to the focus of this study and the topic of banning students’ technology tools.
Q1: Why is there so much importance placed on student performance on standardized tests when we have to learn to thrive in a nonstandardized world?
I understand the importance of accountability, and in education, we keep trying to find just the right assessment that will tell us whether or not teachers are effective and students are mastering the appropriate content and skills. However, in our globally connected work force, many of us are faced with choices on the job that challenge us to be creative, communicate well, and think critically. A standardized test should not be the only form of measurement to assess student learning and skills in the conceptual age when they need to generate new ideas for solving problems.
Most students carry mobile learning tools in their pockets. These are the tools they will carry with them in the real world, and these resources should be maximized for success in that complex world.
Q2: How will students learn how to manage distractions and develop the self-discipline to utilize personal technology responsibly when it is banned from school use?
Of course, students¹ personal technology tools can lead to distractions; likewise, students can be distracted by anything that removes them from the tedium of traditional teacher-directed instruction – even their own thoughts. In order for students to learn how to use their devices responsibly, they need to be nurtured and guided with some strategies for learning with these tools; for focusing during a conversation; and for completing tasks at hand. We have all seen adults who have difficulty using their devices responsibly, but most of us are self-taught in their use. By bringing their technology tools to school and with the support of their teachers, students have a greater potential for developing new responsible habits.
Q3: How do schools think they can successfully ban student devices?
With the influx of mobile technology tools, including those that are meant to be worn, there is really no logistical way to successfully ban student devices from school. Students will have the devices in their pockets, bookbags, and even on their wrists. A more sustainable approach is to focus on the responsible use of technology, and the first step in this process is to develop a learning community that acknowledges and respects student access to their devices. It is also important for educators to be prepared with digital resources and curriculum so that students have something to do with their devices when they bring them to school. Learning how to ask the right questions that inspire student inquiry is essential for mobile learning.
Now, note the thought bubble in the illustration…
What do you suppose that the student is thinking?
In facilitating the integration of technology tools within classrooms, I’ve heard teachers complain that devices can be distracting. This was also one of the fears that Lisa Nielsen (@innovativeEdu) addressed in a recent blog post – Confronting Fears – #BYOD for Students. The idea that technology itself is a distraction to students is a myth. It is perpetuated by educators who believe that banning technology will keep students more focused on the learning happening within the classroom. Technology, however, does have the potential to be a distraction for several reasons:
- Students have developed their own norms for how technology should be used, and responsible use isn’t nurtured within classrooms.
- The use of technology is often teacher-directed when it is utilized so students have few choices about the process or product.
- There is an assumption that compliance with direct instruction means that students are engaged and focused.
- Technology use is sometimes perceived as an extra add-on to traditional instruction instead of integral to the learning process.
- Teacher lectures, direct instruction, and independent work with worksheets are regularly used as a means of behavior management to keep students quiet and pacified, and technology use encourages interaction.
Here are some strategies for addressing the issues listed above.
- Teachers and students should collaboratively develop expectations and guidelines for the responsible use of technology tools. These procedures should be posted and continually communicated and practiced. Remember that students will sometimes make mistakes with technology, and they should be consistently redirected, as necessary, with how to use technology responsibly.
- Students generally know how to use to technology, or they are generally able to quickly adapt to its use. However, they don’t usually know how to learn with technology. This is something that teachers can facilitate by utilizing the expertise of the students in the classroom to help each other. Teachers can also make assignments more open-ended so that students have opportunities to make choices in both process and product.
- Students can be distracted by many things within a classroom, even where technology tools are underutilized or banned. Many students have learned to play the “game” of school. They can look at a teacher and pretend to be focused and learning even though there thoughts are elsewhere. Teachers can create opportunities for collaboration, communication, and critical thinking in learning activities. In dynamic, active classrooms, there is a greater opportunity for effective technology use to support digital age skills.
- Technology by itself isn’t always engaging. Teachers have to utilize a variety of instructional strategies and digital content to engage student learning. With the effective integration of technology tools, teachers are able to personalize learning, flip the classroom, provide differentiated learning, and work with small groups and individuals – knowing that the students can utilize technology to access learning resources.
- Teachers have to model the desire to learn by learning alongside students new ways to utilize technology and discover new facets of a topic. With technology tools, students are readily able to access information, so there is no need for a teacher or a textbook to be the sole source of content. This can be intimidating for teachers who often perceive that their role is to disseminate everything they know about a subject.
By developing a positive learning community within a classroom, a teacher can take the initial steps necessary to begin integrating technology tools and resources. With consistent perseverance and practice, soon these teachers can find new ways to transform learning experiences while dispelling the myth of distraction while learning with technology.
How it begins…
When students first bring in their own technology devices for a BYOT initiative, the energy in the classroom crackles with their excitement. They are eager to share how they use those tools for connecting to others, consuming content, and playing games. Teachers usually prepare an introductory activity designed to help their students explore how to learn with BYOT. There are many discussions about apps, websites, networks, and hardware. However, there is a potential for magic to happen through consistent use, high expectations, and sheer determination. The devices blend into the normal part of the process of learning, and the technology becomes invisible. The teachers who are able to conduct that magic trick possess a common understanding – BYOT is a mindset, and here’s the secret; it isn’t about technology after all.
What it is…
The BYOT Mindset is a deeply ingrained (in your bones, even) conviction that students can and should own the learning (or at least share it with their teachers). Just as they own their technology devices, most students also possess an understanding of software, processes, and media that have to be acknowledged as possibilities for deeper learning. The BYOT mindset is more than the understanding of a technology device (most students don’t automatically know how to learn with their technology); rather, the BYOT mindset also takes into consideration that the students have particular knowledge of applications that may be beneficial for their learning.
How you embrace it…
As teachers, we often think that our job is to direct the learning in the classroom. We concoct the perfect recipe of lecture, project, practice, and assessment to lead to student mastery of a concept. However, what would happen if we challenged the students with a relevant question and have them research information and propose solutions to real world problems? Ideally, this situation would lead to greater student engagement and relevancy. The students can utilize their own technology tools in this pursuit of learning, as needed. Teachers can embrace the BYOT mindset by trusting that their students will be connected to their learning as they are challenged to discover for themselves new solutions to authentic problems.
By exhibiting the following five behaviors, teachers can venture along the path to embracing the BYOT mindset.
- Share control of the learning
- Ask more questions, than give answers.
- Realize that BYOT is about understanding as well as devices
- Provide access to rich content and resources
- Trust your students as members of a learning community
A Note from Tim: Forsyth County Schools in Georgia is in its sixth year of implementing Bring Your Own Technology (BYOT). Debbie Smith is the principal of Coal Mountain Elementary School, which was featured in NBC News for its use of BYOT. In this post, Debbie shares her ideas about how she coaches her teachers to embrace digital age learning with BYOT.
Guest Post by Debbie Smith @Napier000
Principal – Coal Mountain Elementary School
From my view point, there is a larger issue than a teacher’s willingness to become digitally competent. Because we greatly value using devices to engage students in their learning and to bring the world into our classrooms, our teachers know that becoming digitally proficient is an expectation. We provide ongoing professional learning to train teachers in the uses of technology in the classroom and provide mentor teachers if needed. The truth is that the students are the BEST teachers….and that is a paradigm shift that some teachers find hard to achieve.
Because we have been using digital devices in our classrooms for two years, with great success, all of our teachers are aware that this is the future of education. There is no doubt that student engagement is much greater when technology is used as part of classroom instruction. However, unless the design of instruction is of high quality, the use of digital devices is simply not effective.
With all that said, here is the issue of leadership as I see it:
From the district level leadership:
Has capacity been built and has infrastructure been put in place to utilize technological devices at the classroom level in a consistent, safe, and useful manner? Has support been provided in the form of technical personnel – Instructional Technology Specialists, as well as high quality professional learning for the BYOT/BYOD to be implemented with success at the school level?
From the building level leadership:
Does the school culture provide a “risk free” environment for teachers to try new things? Are there ample opportunities for professional learning to support teachers as they work to increase their digital expertise? Are the teachers provided the latest research supporting the use of digital devices in the classroom…do they understand the urgency? Has the building level leadership built trusting relationships with teachers, parents, and community members, and communicated the positive impact and aspects of digital classrooms? Is there a commitment to educating students about digital footprints and correct/acceptable use of devices in the classroom? Is the building level leadership committed to “staying the course” through, what at times can be, the troubled waters of change?
From the teacher leader perspective:
Am I committed to what is best for my students? With the knowledge that using digital devices is hugely successful in engaging students in their learning, what am I doing as an educational professional and leader to hone my technological skills? Am I committed to continued learning and growth as an educational professional…with technology, as well as the design of quality instruction that calls for students to think deeply and “show what they know”?
If the answer to any one of these questions is “no”, then perhaps it is time to reflect on the reasons I am still in the profession and research other career choices.
Sustainability is defined as the “capacity to endure” (“Sustainability,” 2013). Most people agree that the natural environment has to be sustained so that we can long-lasting and renewable benefits from its resources. Similarly, we must develop sustainable practices that continue to support digital age learning within the learning environments of today’s schools. When the initial enthusiasm for shiny new technology devices begins to pale, what will help to keep the spark alive?
Digital Age Learning describes the shift from traditional teacher-directed instruction to student-centered learning with the use of technology tools. Those resources may be provided by the school or through a Bring Your Own Technology (BYOT) initiative. I have observed the transformation of many typical classrooms in my district through the implementation of BYOT supplemented by the school’s technology devices and infrastructure. However, that transformation has to be sustained so that teachers and students don’t revert into the old habits of standardized, rote instruction – mainly characterized by the activities of lecturing, memorizing, and recalling information.
Based on my collaboration with teachers and students throughout my district, here are some practices for sustaining digital age learning.
Build the Learning Community
I’ve written before about the importance of developing learning communities in schools and classrooms, and one hallmark of an effective community is trust. When students and teachers are working with technology devices and applications, there is always the possibility that someone could make a mistake or a poor choice. Yet, I’ve seen classrooms with clear, consistent expectations and an atmosphere of safety and respect that rarely experience issues related to the inappropriate use of technology. When teachers expect the responsible use of technology, they convey that they believe in each student’s ability to accomplish great things.
Utilize Student Expertise
Because students are accustomed to using their own technology tools for consuming content and communicating with their friends, they have already learned how to troubleshoot many technology issues. Of course, not every student has the same level of interest, ability, or expertise with technology, but they can learn to rely on each other for support. The teacher can also begin to depend on the students for technology assistance. This strategy builds empowers students to discover new skills for life-long learning.
Focus on Digital Age Skills
Teachers often become frustrated when they focus their instruction on a particular application or device. In fact, as we implemented BYOT, we quickly realized that we needed to talk more about digital age skills (communication, collaboration, creativity, and critical thinking), rather than on technology. As teachers begin to incorporate those skills into their content standards, technology becomes purposeful, meaningful, and relevant.
Encourage the Regular Use of Technology
Having special technology times or days means that technology use occurs outside of the norms of learning. However, when it becomes a normal part of teaching and learning, teachers and students are able to discover new uses for the available technology tools. Then technology serves a legitimate function in the process of learning, and its use becomes an enjoyable, necessary process, rather than a big production or event.
Provide Continuous Professional Learning
Teachers and students need time to “play” with the technology tools, but the real paradigm shift for many teachers is learning how to share control and direction of the learning with the students. It is also helpful if teachers can see digital age learning in action by observing each other trying new strategies, using technology, and facilitating learning experiences for students. This support should be on-going and include opportunities for feedback and reflection.
In addition to the above strategies, the buy in and support of the parents and other stakeholders also ensure the sustainability of digital age learning. Technology hardware, applications, and processes will continue to change over time, whether students are using school-owned or student-owned devices, but the supportive practices that truly leverage change are everlasting.
Sustainability. (n.d.). In Wikipedia. Retrieved November 26, 2013, from http://en.wikipedia.org/wiki/Sustainability
We’ve written previously on our decision to implement a Responsible Use Procedure rather than an Acceptable Use Procedure. And while we’ve shared some of the philosophical reasons why we believe in the idea of a Responsible Use Procedure, we’ve not spent much time on strategies to make that move successfully.
Grappling with and being ready to break from a long list of things that users shouldn’t do and moving to a shorter (and more memorable) list of responsibilities is both a philosophical and operational shift that takes consensus building. And it might seem like this would be opening the floodgates of disciplinary issues without the necessary “rules” to shore up necessary response. We have found that through consistent communication and ongoing training those things are not happening.
These strategies have been essential to our successful transition.
Engaging the Stakeholders
Is everyone swimming in the same direction? Are you involving members of your Safety, Academics, Student Support, Special Education, Educational Leadership and Technology Services departments? Did you consider all levels of school leaders? Don’t forget to include Media Specialists. By being inclusive and transparent throughout the process, stronger support can be garnered.
Don’t drown as people start considering their worst fears. Take a look at the research, blogs and tweets about responsible use. SEDTA’s Broadband Imperative is a helpful white paper as is Grunwald and Associate’s Living and Learning with Mobile Devices. Look at other school systems’ policies on responsible use. A few that were particularly useful in our process were Katy ISD, TX, Canyon School District and Holy Spirit Roman Catholic Separate Regional Division. Check out this post from Katrina Schwartz on MindShift: Teach Kids to Be Their Own Internet Filters. NPR’s All Tech Considered blogged about this issue in “For The Tablet Generation, A Lesson In Digital Citizenship” as well.
Focus on Digital Age Skills
The vision for instructional technology within our district is embedded within the FCS Learner Profile. This profile describes the attributes of students attending and graduating from a Forsyth County school, and digital age skills are reflected within those hallmarks. When highlighting how the responsible use of technology is an essential digital age skill rippling through each student’s path to success, it is possible to achieve a growing groundswell of support and buy-in throughout the district.
What are the statistics on current issues with “appropriate use” in your district or school? What percentage of students is being reported for inappropriate use? Is there a surge of issues or is it a small minority of students (maybe 5 percent or so) and the imagined problems are bigger than the reality. Maybe the “rules” are being written for the 5% of students who may make poor choices rather than the 95% who will usually make appropriate decisions.
Are there ways to ease up on filtering (for example, unblocking YouTube for teachers and then later for students) to test the waters? What about allowing students to use devices before and after class as a first step (like in the lunchroom or between classes)?
Technology Rules Shouldn’t Be Separate
In Forsyth we were able to take some of the most important ideas from our Acceptable Use Procedure and have them flow into the Code of Conduct. For instance, we had an AUP rule about not vandalizing computer equipment. So we incorporated that statement into the existing statement about not vandalizing school property. Since we already had a statement in Code of Conduct, we didn’t feel that we should have a separate and different rule for technology.
Provide Learning Resources – For Staff and Students
By providing videos and other resources to educate staff as well as students on the new procedures, we were able to ensure a consistent message throughout our schools. Whether you develop your own materials or rely on those from places like Common Sense Media, consistency of message is essential.
When we started on our implementation of BYOT about six years ago, we would never have been able to predict that our community would embrace changes to our Appropriate Use Procedure as they have. We’ve gradually seen the rise in the tide of support as we have all been able to understand how much our students need us to model being a responsible digital citizen and learner.
On Friday, October 4, 2013, Forsyth County Schools welcomed approximately 130 educators to tour its Bring Your Own Technology (BYOT) initiative at three of its schools, Chattahoochee Elementary School, Little Mill Middle School, and Forsyth Central High School. The district has had numerous tours over the last few years. Not only do these tours highlight the implementation of BYOT, but they also provide an impetus for professional learning within the district to help us continue growing and refining our teaching practices with instructional technology. Although the district has been encouraging students to bring their own technology tools to school to improve learning opportunities, each school is at a different point in this transformational process. This post details the journey of Chattahoochee Elementary School as it prepared for its first BYOT Tour.
BYOT actually began a few years ago at Chattahoochee Elementary School, and the school’s Instructional Technology Specialist (ITS), Missy Payne, had me visit some classrooms in grades 3-5 to discuss the responsible use of BYOT and some ways that students could learn with their devices. The teachers of those classes wanted to begin utilizing BYOT. I also met with the school leaders at that time to discuss the vision for BYOT at the school.
The use of BYOT was voluntary, however, and although some of the teachers and students began using BYOT in the classroom, the practice did not spread throughout the rest of the school.
Then last year, a new principal, Barbara Vella, was selected to lead the school. She was enthusiastic about the possibilities for instructional technology, including BYOT, for engaging student learning through higher-level thinking and project-based learning. She encouraged both the ITS and media specialist (Michelle Smith) to attend districtwide training in teaching and learning with BYOT. She also requested that her school participate in a BYOT Tour when every teacher’s class would be visited so that others could observe BYOT in action.
We first conducted a walkthrough of Chattahoochee Elementary School to ascertain the levels of technology use within the school. This was an attempt to establish some baseline data that would clarify where to invest time and resources to assist the teachers and students more effectively. In this walkthrough, very few technology resources were in use. In fact, the majority of the classrooms were using whole group, teacher-directed instruction, and many of the instructional activities were being conducted solely to improve performance on high stakes testing – lecture, worksheets, and recipe-like standardized projects. There was very little focus on developing digital age skills, the 4 Cs – Creativity, Communication, Collaboration, and Critical Thinking, even without the use of technology tools. It was apparent that this is where the teachers and students needed additional support.
In preparation for the BYOT Tour, instructional support came in various forms. First, we organized a panel presentation of teachers from a neighboring elementary school (Chestatee Elementary School) that had previously hosted a BYOT Tour. At a faculty meeting, those teachers shared personal stories about how they were originally hesitant about implementing BYOT and welcoming so many people into their classrooms but then how rewarding the whole process was to student learning. We shared the data from the preliminary walkthrough and had a conversation about the vision for student learning with BYOT. As a group, the teachers decided to work toward developing strategies for incorporating those skills into their classrooms. They began planning for additional small group instruction to utilize their school-owned technology resources more collaboratively. In addition, they brainstormed new ways for students to be creative through project-based learning organized around higher-level questions and inquiry to stimulate critical thinking. These types of learning activities ultimately necessitated the use of BYOT.
Missy and Michelle assisted the teachers in their school as they planned for student learning with the 4 Cs. They recommended apps and projects that would help the teachers incorporate the content they were teaching with digital age skills, and they modeled that instruction for the teachers within classrooms so that the teachers had additional support with the technology when necessary. They continued to plan additional walkthroughs and invited the ITS and MS of other schools to visit their classrooms and nurtured the teachers with specific feedback to help them with their instruction. It was sometimes difficult for teachers to receive that feedback, at first, but Missy, Michelle, and the school leaders worked with each teacher individually and offered constructive support to help them develop into a professional learning community.
The teachers also began to participate in walkthroughs within the school to see BYOT being implemented by their colleagues.
The school community also worked on transforming the physical space of the building. They cleaned out and updated the collection of books and resources within the media center and selected some new furniture for the space to better facilitate the 4 Cs. They also rearranged the furniture in the classrooms to create learning environments that supported group and individual learning activities. Finally, they painted the building and incorporated murals and splashy new colors to show a new vibrancy and enthusiasm for learning.
The planned BYOT Tour was a success, the visitors raved about the students and their use of both school-owned and student-owned technology resources. Even if the students did not own all of the devices, it was evident that they owned the learning. Principal Vella had even ordered shirts for the staff with the motto “Cs the Moment” and the 4 Cs listed on the back. The BYOT Tour is just the beginning of the school’s journey on the path to transforming into a digital age student-centered learning environment. However, with the commitment of the dedicated teachers at Chattahoochee Elementary School and support of their school leaders, they will most assuredly accomplish that goal.