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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New year. New post.

It’s early January. Everyone has made their resolutions and is ready for a better 2017 than 2016. Kids are back to school and the Twitterverse is full of excited teachers and students trying innovative ideas. Being at a year round school and on track 4 I’m still on break until the end of January. While I enjoy my time off, I feel a little jealous that I’m missing all the excitement and eagerness to begin a fresh new year. 


My #oneword2017 is motivation. I started this blog a month ago and am very proud that I have kept the momentum thought the holidays. I plan to continue to motivate myself to reflect in this platform and in order to do that I need motivation. My motivation is always my students. I do whatever it takes to make school better for them and inspire learning. However this blog feels different, a little more selfish. Reflecting here helps me become better in my craft, better at what I do. Granted, I do it for them…. I still feel this is for me. 

I’ve been working my way through the NC Teacher Evaluation Standards and today I’ll be exploring…..

Standard 4 

Teachers facilitate learning for their students. – know the ways learning takes place and appropriate levels of intellectual, physical, social, and emotional development. Plan appropriate instruction. Use a variety of instructional methods. Integrate and use technology  in instruction. Help students develop critical thinking and problem solving. Help students work in teams and develop leadership qualities. Communicate effectively. Use a variety of methods to assess what students have learned. 

I know my students and I work hard to have relationships with each student. It’s important to me to take their individual interests into consideration when planning for their learning. I’m a big proponent for developmentally appropriate practices and doing right by kids. Knowing their developmental levels is important to consider while planning for learning. While considering developmental appropriateness, one must always think of the whole child. As an early childhood educator, I plan lessons around the whole child and take into consideration what 5-6 year olds need physically, socially, emotionally, and intellectually. I change the order from how the substandard is written because I think the intellectual part of a child is the obvious place to begin when planning instruction. You may have noticed that I have been using the term “planning for learning” in this post. This is a conscious decision- an important one. I plan for student learning not instruction. Planning for student learning takes the whole child into consideration and naturally differentiates for individual student needs and interests. Planning for instruction is for the teacher and what the teacher will do. Learning is about the student. And, let’s be honest, who is education for anyway? STUDENTS!! So, I plan for my students, what they need, and what they’re interested in. For example, as stated in my last post, we’re exploring geometry in math. Here’s how I plan for each of those areas: 

physically – we get up and move around a lot in my class. To some, my room probably looks chaotic.  When introducing 2D shapes, I had my students walk in the shape. 

Socially – we talk a lot in my class. It’s quite noisy on a regular basis. Yes, it’s a struggle to keep kids on topic. But, I’ve learned that the more opportunities they have to talk, the more they do what they are supposed to. When introducing shapes, I show an example and tell the name. Then, they turn and talk about what they notice. This also gives me good information as a preassessment.

Emotionally – this can be tricky to include in regular lessons. Kindergarteners have a lot of feelings and emotions and they don’t always understand them. #allthefeels For me it’s important to acknowledge these feelings and  help them label and communicate those feelings. During the above mentioned turn and talk, I noticed a friend sulking. This little friend was sad because they don’t know shapes. I sat beside her after introducing the next shape and pointed out things she can notice about the shape’s sides and vertices. She gained come confidence and was able to talk to a buddy about the next shape.

Intellectually- um… All of the above? Everything I do is rooted in my standards and what my students need to know to be successful. This one is big though. It’s important that I figure out what my students already know and differentiate from there. My friend from my story above, she needed some scaffolding so she knew what she needed to notice. Other friends new these things but needed new math terminology- vertices instead of corners, rhombus instead of diamond. Different kids need different things from me and I plan for each of them to learn.

Yikes! All of that and I only really talked about part of that standard. There’s so much involved in it. And I’ll get to e rest. You can see an example of my integration of technology in my last blog post: My knowledge of content knowledge

Here’s a tweet my principal shared of a lesson I did for an observation. Students built a scene from a favorite book with Legos and asked and answered questions about their brick build. 

How do you plan for learning?