Reflection (EDU 641)

Coming into this course, I was aware of applications and programs that may be used in the classroom to enhance instruction.  I was aware that technology proves to be an engaging tool to captivate and challenge students (Kenney, 2011).  However, I have gained a significant amount of knowledge on what it means to be a technology coordinator “behind the scenes”.  What I mean by this, is that I have learned that it begins by setting goals and then working with your colleagues to achieve these goals.  It is more than just using technology in one lesson and then saying you have successfully integrated technology into the classroom.  Technological Pedagogical Content Knowledge (TPACK) framework was another aspect of this course that I had never heard of before and really, this is where it all begins.  Teachers must be up-to-date, comfortable and knowledgeable on technologies that are used in their content area or on technologies that could enhance instruction in their content area.  I also found researching current arguments in the educational world (BYOD, virtual schools, brick and mortar libraries, etc.) to be extremely relevant to the work I plan on doing. This has all strengthened me as an educator and also has motivated me to continue to develop myself as a technology integration specialist.  

It is vital to perfect the technology integration craft and develop professional development to support this because it benefits all stakeholders involved.  School systems can collaborate on what it means to be a school that prepares their students for the future workforce and beyond. “We are living in a new economy—powered by technology, fueled by information, and driven by knowledge” (Heman, 1999). We want to challenge our students to become part of the global competitive workforce and we must start at the core: What expectations do we have? How will we get there? How will we know when our students have achieved them?   Collaboration and communication are key aspects to support this framework.  Though we all must play our part in developing ourselves through professional development and research, it simply cannot be done by one person alone.  

References:

Herman, A. (2009). Futurework-trends and challenges for work in the 21st century.  United States Department of Labor.  Retrieved from http://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/execsum.htm

Kenney, L. (2011).  Elementary education, there’s an app for that. The Elon Journal of Undergraduate Research in Communications. Retrieved from http://www.elon.edu/docs/e-web/academics/communications/research/vol2no1/07kenney.pdf

With today’s shift to bring more technology into the classrooms, many schools are considering, or have already implemented, a Bring Your Own Device (BYOD) policy.  A BYOD allows for students to bring in their own devices in turn cutting technology costs significantly for the school and school district.  Though this sounds like a win for most, there are many others who find that this would cause a technological divide between those who have access to updated devices and those who lack updated devices. According to a research study conducted by PBS Learning Media through the PEW Research Center in 2012 the top three benefits of a BYOD policy would be immediate technological integration, personalized learning opportunities and a concentration on funding students in need of devices.  On the flip side, the top three concerns of implementing a BYOD program, according to the study, were having problems with investment of bandwidth/infrastructure for the school, a non-universal curriculum across platforms, and ill-equipped devices.

Source

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Of course the following pros and cons are just from one study.  There have been numerous publications that list the effects, both positive and negative, of a BYOD program.  For instance, Ashley Wainwright, a marketing coordinator at SecurEdge Networks put together a great pro’s and con’s list for schools considering to implement a BYOD program.  In my own opinion though, I just see a BYOD program as being one that causes more distractions and frustrations than it does success stories.  Do not get me wrong, as an advocate for technology in the classroom I  would love to see all students have access to technology but I feel that in a BYOD program, technology becomes a status symbol.  Also, it will cost the district significant amounts of money to invest in infrastructure.  We are experiencing this at my school now.  Teachers cannot depend on the internet for their lessons because of crowding on the network.   The most pivotal aspect of all of this is that teachers are going to need to be trained in ALL aspects of software and technology.  For instance, a workshop designed to for teachers on the best iPad apps for classroom use will mean nothing if students are coming in with platforms that do not run Apple (which a majority will).  A teacher is going to have to be an expert in troubleshooting in a multitude of areas.  It would not be fair is Lucy’s device is working smooth and efficient while Jacob’s is slow and unreliable because the teacher is more of an expert is Lucy’s “area”.    

Saw this on Pinterest.  Great example to deal with distractions! Source

Now, I am ALL for a BYOD program where all students have a device that shares the same platform.  For instance, a local middle school has become affiliated with Google Classroom and encourages all students to purchase a Chromebook prior to 7th grade.  Google even offers a certain discount for students/faculty of the school who are considering purchasing a device.  Funding is then concentrated on students who need financial assistance in purchasing one.  This is a much more ideal situation in my eyes because now the teacher can focus attention on one platform and ways technology can be brought into the classroom to support curriculum.  The technological divide, though still minor, has been significantly reduced.  

Once a school has decided on what aspects of a BYOD program works for them, they then must go through the technicalities of the policy.  For instance, student distractions and cheating can be common violations of a BYOD program.   Policies and expectations must be clearly understood by all participants of the BYOD program, including parents.

References:

K-12 Blueprint. (2015). BYOD . From K-12 Blueprint: http://www.k12blueprint.com/byod 

Wainright, A.  20 pros and cons of implementing byod in schools.  Secure Networks. Retrieved from http://www.securedgenetworks.com/blog/20-Pros-and-Cons-of-implementing-BYOD-in-schools