Category Archives: Professional Practice

BYOD @ SRC – our experience this year

It’s certainly been an interesting year, rolling out a BYOD program in a school where an additional 200+ students will be joining us at the same time.

For an overview of the year, visit the College’s blog, which I started and then maintained as a way to collect information about developments as they occurred, and to which parents could be directed. This saved an enormous amount of repetitive email replies, and assisted parents – particularly those joining us in 2015 – in understanding the philosophy as well as the practical requirements of the program.

Our starting point was the lack of recurrent Federal Government funding for 1:1 devices, purchased in 2011 and 2012. As these devices approach end-of-(useful)-life, a replacement strategy was needed. We had three options, at the end of the day:

  1. retire all of the devices and return to labs
  2. purchase College-owned devices and continue to lend them to students
  3. make the provision of a suitable device the responsibility of the family.

Clearly, we’ve opted for the third of these: the first would see learning suffer, and the second would still be funded by parents. Our rationale for the third, in terms of the reasons in its favour (as opposed to against the other two options), included:

  1. recognising that students and families will already have devices they prefer to use and which are compatible with their home networks
  2. breaking the expectation that school-appropriate technology is only that which the College provides – with a wider range of hardware and software in play, students’ perceptions will shift in this regard.

Our rollout is staggered, so that 3 of our 6 year levels will be BYOD in 2015, and the other 3 in 2016. For details, click here.

Some factors that have simplified matters:

  • As we had already removed student network drives, we did not have to plan for their access via BYOD.
  • Much of our teaching materials for students is on browser-based sites such as Sharepoint and Schoolbox, helping us to be more device-agnostic
  • Our use of an e-commerce portal (optional) has streamlined major support issues for us by consolidating support through one log/ helpdesk
  • We have been able to use retired College devices as swaps when BYOD devices require extended offsite support
  • Our infrastructure – particularly wireless – has been tweaked and upgraded to cope fairly well with the number and variety of devices.

On the whole we would count the year a success. There were some teething problems with deliveries and collections, and a relative small number of devices have had chronic problems requiring multiple returns, but these have been managed. Mind you, those families affected by the repeated failure of their device have justifiably not considered the year a major success, but we have been able to issue replacement devices and monitor the fairly slow repairs process, providing feedback where helpful.

We are about to begin the second phase of the rollout, with the remaining 3 year levels requiring BYOD in 2016. We are updating the blog, hosting a device information session supported by most vendors (Apple and Microsoft will not accept our invitation to show off their wares, as opposed to HP, who are sending a representative), and opening up the e-commerce portal for orders in Term 4.

On the whole, our transition from College-owned devices to BYOD has been relatively painless.

11 Ways Finland’s Education System Shows Us that “Less is More”.

One could do worse for a framework to review what we all do as educators. Well worth the time to read and reflect.

Filling My Map

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When I left my 7th grade math classroom for my Fulbright research assignment in Finland I thought I would come back from this experience with more inspiring, engaging, innovative lessons.  I expected to have great new ideas on how to teach my mathematics curriculum and I would revamp my lessons so that I could include more curriculum, more math and get students to think more, talk more and do more math.

This drive to do more and More and MORE is a state of existence for most teachers in the US….it is engrained in us from day one.  There is a constant pressure to push our students to the next level to have them do bigger and better things.  The lessons have to be more exciting, more engaging and cover more content.  This phenomena  is driven by data, or parents, or administrators or simply by our work-centric society where we…

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Wallwisher becomes Padlet – and reminds me that it’s pretty handy!

Quite some months ago I set up my Wallwisher account and thought I’d try it out with some classes – primarily, I thought, to gain some anonymous feedback as lessons progressed, allowing me to tailor subsequent lesson to address the feedback received. I did – then forgot about it when we swung into exam mode and then extended holidays.

Wallwisher came back onto my radar today in its new incarnatiion, Padlet, with the same simple to use features in a more advanced form.

Reminded of how useful it is for quick ‘snapshots’ of student learning, I quickly set up a wall (pad?) for my Year 12 class and asked them to post on the wall as follows, about our current unit of study:

  • a note on the right = something they enjoyed or really felt rewarded by
  • a note on the left = something a bit ‘meh’, or they weren’t satisfied by
  • a note in the middle = something interesting they will take away

This simple visual division helped me see at a glance certain trends, and the anonymity encouraged frank (but polite!) expressions of opinion.

Now it’s back on the radar, I can see Padlet/Wallwisher coming out often….