Archive for category digital learning

Perceptions of BYOT

When you see a student with a personal mobile device in the classroom, what do you think is happening with that device?

BYOT Perceptions

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?

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The Passback Effect of Mobile Technology for Early Learners

Passback

What is the Passback Effect?

We have all witnessed the Passback Effect when sitting in a restaurant, and to keep a young child content and quiet, parents hand over their own technology device. This phenomenon also occurs when parents pass smartphones or tablets to their children in the backseat of the car or in a shopping cart. The result is usually the same as the child becomes enamored with the device, and the parents earn several precious moments of silence. What are the children doing with the device? Most likely, they are playing a familiar game, but they could also be taking photos, listening to music, surfing websites, etc. The possibilities are endless, since they are holding the doorway to all of humankind’s recorded history within their little fingers.

What are the ramifications of the Passback Effect? It is difficult to tell how the use of mobile devices at early ages changes student learning. I considered making two columns for positive and negative effects, but I decided that those two categories were too limiting and judgmental. Maybe the results are just what they are since the devices won’t be going away anytime soon. Because teachers will have to realize that many young children will enter Kindergarten and pre-school with so much exposure to digital content and tools, there are many aspects of technology use that will have to be taken into consideration. I have listed five traits below, but feel free to respond to this blog post with your own suggestions and strategies.

Ramifications of the Passback Effect

  • Increased understanding of technology – Young children will continue to become even more adept at using technology, and when something doesn’t work, they will have developed the resiliency to just try another method. Of course, these children are developing their own strategies for how the devices can and should be used, but they may not know specifically how to learn with them. Teachers need to learn how to ask questions to focus on the learning, but they also need to be willing to learn alongside and from students and develop the confidence to say “I don’t know.”
  • Accustomed to making choices – Since the students are choosing their content and developing their own strategies for using devices, they will want to make choices about the ways they learn. Teachers will have to focus on scaffolding learning experiences to keep the students engaged and developing new academic abilities and to provide choices that match with the students personal interests and talents. Lessons will need to be carefully planned with short meaningful chunks of information followed by interactive assignments and formative assessments in order to maintain student attention.
  • Distracted by technology – Through the implementation of the pass back, parents have often unknowingly supported the concept that technology is a distraction device. After all, it is meant to keep the children quiet. However, when I have seen classrooms with multiple technology tools available, those learning environments are active and full of communication as students share their experiences. Teachers will have to nurture positive uses of technology and may need to help students become producers of content rather than solely consuming information.
  • Unaware of social norms – Because children have been focused on the technology, they may not be aware of when it is time to put the devices down and look someone in the eye in order to have a conversation. Some educators mistakenly ban technology tools for this reason; however, a more effective strategy is to nurture mindfulness and teach students appropriate behaviors for face to face communication as well as appropriate online netiquette. They have modeled most of their behaviors after the adults in their lives, and unfortunately many adults have difficulty with the responsible use of technology.
  • Ready for online learning – With all of this early access to online resources with mobile technology tools, students will be prepared for learning online. They may even enter school possessing mastery of many of the traditional standards taught to students in the primary grades. This early preparation will continue to move learning away from the one-size-fits-all model of instruction, and each student can begin progressing at his/her own personalized pace through online learning environments. These educational spaces will need to be dynamic and visual to meet the needs of early learners.

It’s an exciting time in education that will continue to transform traditional classrooms. The Passback Effect will have a lasting impact on young children as it demands change to engage their learning and forces teachers to adopt new teaching strategies.

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