Posts tagged ‘BYOD’

Maths apps and BYOD vs paper dominoes

Three of the students from the E3 maths group have downloaded the Penguin Jump Maths Free Game onto their own phones and I have observed them using this in class, competing with each other, while they wait for me to start class! This is a great app because it covers all the four basic rules, the students can pick what they want to practice and they get to complete a race on the iPad and then keep track of the time it takes to do the game and compete with others in this way.

In one session I gave them an option to practice by playing a paper dominoes game or by playing maths games on the iPads and the whole class chose to use the iPads over the paper activity.

 

 

BYOD – ss sharing photos to practice describing people

Here is a short reflection from an ESOL tutor:

“All the E2 ESOL students have their own phones & in class they predominently use them as dictionaries. I had a lesson on describing people & I wanted to personalise the lesson by asking students to describe photos of people they knew – so asked them to take out their phone and look at the pictures on their phone. Many of the students looked worried when asked to do this and it took about five minutes of cajoling and encouraging for everyone to take part.

Once they did take part they really enjoyed the task & I had to work hard to stop the task and bring everyone back together!

Why the inital nervousness? Was it because they thought they would not be allowed to use their phone? That it wasn’t a useful classroom activity? Was it because they had reservations about sharing private photos in the class?

I’m not sure what the answer is, but once on task they all really enjoyed it and we repeated the activity at the end of the class for a chance to practice describing people again using the langauge we’d covered in the lesson.”

BYOD vs college owned devices

I’ve been thinking a lot about the role of BYOD in education and the assumption not only that students own mobile technologies and bring them into college, but that they are happy to be asked to use them by their teachers.

Last year I spent quite a lot of time exploring WhiteBoard apps on the iPad and for me this seemed to be something that I could only consider doing because I had access to a set of iPads. I don’t think I would feel confident at this stage to be planning an activity that would rely on asking students to download a specific app to their own devices.

Meeting with Yvonne this week it was interesting to hear her views on this. She is an iPad owner (and has a Kindle Fire). Neither of these devices does she bring into work or undertake any kind of work activity on. Last year, when she took part in the project she had access to a college iPad. This she used (almost soley) for work related activity.  She sees a very clear distinction regarding using her own device for work or personal use.

For me, I use my phone and my iPad fairly interchangably, despite one being a personal device and one being a college device. Although, I would say I predominently use my iPad for work acitiviy, but it is a college device so ……  I am not sure that I would buy an iPad, or that if I did, would I bring it into college to use at work.

So how does this link to what we can reasoably expect to ask of students. I think if I  were a student, I think I would consider buying an iPad and I would take it into class with me.  Noteability is my prefered note taking app and this would be invaluable during a class. I also like to be able to check things during a class – I am one of those annoying students who likes to find an answer on Google or to search for something if I find it interesting. If I were a 16-18 year old behaving like this I would be on SOOOOO much trouble! But is there something I would be unhappy with the teacher directing me to do on my own device? I’m not sure.

student and tutor feedback: discussion

Maths

A common theme to emerge from the interview with the maths tutor and the student forum is the link between confidence, maths and technology. The tutor is very aware of her student needs and the level of support they need in developing their maths skills, and while she is keen to ensure technology is used to add variety and support student independence she is also aware that lack of confidence in the technology itself can be a barrier.

For the tutor, being part of this project has provided her with a space to take risks and try something new with her students. The feedback from the students has given her the confidence in continuing with using the technology and embedding it into her classroom practice.

Teacher Education Read more ►

classroom activities: discussion

Reviewing the activities I’ve done this year using the iPads as part of my own reflective journal has been really interesting. Before I started the review I felt that I had used the iPads predominantly as student-led activity. Over the year there have been more lessons where I didn’t plan to use the iPads, but I would take them into lesson anyway & let the students self-select if they thought they would be useful.

However, looking back at all the teacher-led planned lessons has given me a different insight into this. I started the project wanting to do something different with the technology, & at times I certainly felt that I had set myself a tough task & the possibilities felt so overwhelming I almost couldn’t figure out the starting point. Read more ►

interviews: Teacher Education tutor

We started the discussion reviewing the tutor’s initial ideas in taking part in the project.

Her aims in taking part in the project were:

  • to allow students to explore iPads and available apps
  • to introduce BYOD (Bring Your Own Device) into sessions to allow for the opportunity to explore different devices as well as different apps

Student presentations on how they have included emerging technologies in their practice: Read more ►