5 Lessons Learned from BYOD with Littles

3 years ago my principal, Dr. Sandy Chambers challenged our staff to participate in a district pilot program in which students would bring devices to school from home (Bring Your Own Device – BYOD). This included a lot of push back, a lot of challenges, and a lot of awesomeness! I’m not gonna lie – I didn’t think it would work in kindergarten! They couldn’t keep track of their jacket! How would they keep track of a device!? It took a few years but I think I have learned some lessons that might help others get going on BYOD with littles!

Lesson #1

Set Expectations 

My school has a contract for each family participating in BYOD. If students don’t follow the guidelines they can lose the privilege of BYOD.  You will need to teach, model, and repeat these expectations with both parents and students frequently. Expectations include:

  • Use the device for learning.
  • Carry it with 2 hands.
  • Only the owner can use it.
  • Devices come to school charged.
  • How often the kid should bring their device.
  • Apps or settings kids need.
  • Digital Citizenship

Lesson #2

Procedures, Procedures, Procedures!

Procedures are what keeps your classroom running smoothly. Teachers have procedures for everything from going to the bathroom to solving student disagreements. BYOD needs its own set of specific procedures. You will need to teach, model, and repeat these procedures frequently. My procedures include:

  • Sign in devices daily so you know what is in your classroom. The sign in let’s me know what I have available each day.
  • Our devices are to stay in student bookbags until we need them.
  • I have a call out to check what students are doing. When I say, “device check!” Students immediately hold their device above their head facing in my direction. If they take a long time or you can see them tapping their devices they are most likely off task.
  • When instructing or giving directions I ask kids to put their devices in “listening mode.” This means they are upside down on their lap.
  • Kindness matters! When responding to other’s work digitally, be kind.

Lesson #3

Allow for students to become experts!

Pick a few apps you want students to have on their BYOD and use them frequently! Let the kids become experts. These apps should become second nature and a “go to” for responses and reflection. Try to pick open ended apps that can be used for creation. Here’s a list of my favorites:

  • Seesaw
  • Chatterpix,
  • Do ink green screen,
  • Felt board

I use and teach other apps too but these are the ones we use the most. I also use raz-kids/kids a-z daily, but it isn’t a creation app.

I also like to keep a running list of things I want to try. Here is my list of creative apps I want to try:

  • aurasma
  • book creator
  • sock puppet
  • coma coma

Lesson #4

Create!

Devices can add to your lessons in meaningful ways. A true blended classroom integrates technology seamlessly. Think creation and not just playing on apps. Use apps that are open ended and allow students to create: draw, photo, video, and write. Playing games and doing rote practice is not a sustainable way to integrate technology. Creation can be used for students to share their learning, respond to questions, or reflect on their learning. Allow students choice in how they share, respond, and reflect. Remember those favorite apps… They are all choices! Students choose them for different reasons depending on what they are trying to communicate.

Lesson #5

Try!

You will find things that work and things that don’t. Be flexible and take a chance. You’ll be surprised what littles can do with devices, they are digital natives after all! Modeling and involving them in the problem solving process is key to success in BYOD for littles.

Please reach out to me if you have any questions about BYOD and littles!

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My Knowledge of Content Knowledge

Here I sit on an airplane on my way home for the holidays and all I can do is reflect on my teaching. It’s the end of December the universal time for reflection. It’s hard not to end the year and prepare for the next and not reflect on life in general. My professional resolution this year is momentum. I want to continue the momentum from #wonderwake and all that I learned and challenged myself to begin. I’m ending 2016 with a blog post and I’ll begin 2017 with another. 

This post was meant to be me reflecting on Standard 3 of the NC teacher evaluation standards. But, as I started to type it turned into my talking about a math lesson I taught in the hallway the last day before winter break and a track out. However I think this lesson I ramble about is a great example of how I meet this teaching standard. 

I started out on my plan to dissect standards :

Standard 3 -Teachers know the content they teach – align to standard course of study, content appropriate to teaching specialty, recognize interconnectedness of content areas, make instruction relevant 

My curriculum is based on the North Carolina Standard accursed of Study based on the Common Core State Standards. I am tasked with teaching 5 year olds to read and write, to understand how numbers work, basic science concepts (animals, weather, and properties), basic social studies concepts (citizenship, economics, cultural similarities and differences, and maps). I love that the standards I teach were written vertically. You can choose any strand and follow it all the way up through high school. I think this is so important for the students. It gives a purpose for every small piece I teach. Everything builds on the grades before and challenges students to learn more and think deeper. 

Here’s what I’ve learned about my curriculum- basic is not basic at all! Teaching a child to read and write in 9 short months is nothing short of a miracle! There are times I’m not even sure how it happened! Students in kindergarten come in with the widest range of background knowledge than any other grade level! (Here’s where the ramble begins) For example- my current unit in math is geometry. Yes geometry in kindergarten! We learn 2 D shapes, 3D shapes, Positional words, comparing and building shapes. I have students who have not had any experience with any shapes and others who know basic shapes (circle, square, triangle…), and others who know it all already! Here are 2 of my students explaining. How they are exploring shapes. My friend in green took the lead. My friend in red is a little embarrassed to be on camera! 😄


My job is to take what they know and teach them what they need to know. If they already know it I need to teach them a deeper understanding and how to use their knowledge to teach others. Tasking students with tutoring a peer who struggles is a great way to deepen their understanding. Teaching another student requires a child to think about it in a different way. 

This lesson took place in the main hall at my school. We are a year round school and on our track out days I end up with out a physical classroom and need to be creative and flexible about where and how I teach. This was a shape hunting lesson- look for shapes in your world around you. How do they make up real things? (eh hem – engineering) pretty things? (errr – art) etc. My challenge is to not only have students who don’t know shapes to find and identify them but for students who do know shapes to describe, compare, and teach them.

In the video above Green was peer tutoring Red in shapes. He learned so much from her in 10 minutes that would have taken me at least 2 small group sessions to teach him. As they hunted for shapes they took videos using Chatter Pix Kids and SeeSaw (2 of my favorite apps to smash – if you don’t know them you need to explore!) Here’s Red’s post on SeeSaw after Green helped him hunt for shapes.

What do you think? Was my lesson here relevant? Connected? Appropriate? Aligned to standards?