One Teacher Lets Students Prove They're Trustworthy With Devices
Access to Technology for Immigrant Students
Trust, Equity, and Student-Centered Learning With Fourth-Graders
How to Get the Most Out of Student-Owned Devices in Any Classroom
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In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OCz7lIkiJpW9BHYQpgd3IMhtXzYqODUf\"]\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Meet a teacher who's ready to shift responsibility to her low-income students.","status":"publish","parent":0,"modified":1409761431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1089},"headData":{"title":"One Teacher Lets Students Prove They're Trustworthy With Devices | KQED","description":"Meet a teacher who's ready to shift responsibility to her low-income students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"One Teacher Lets Students Prove They're Trustworthy With Devices","datePublished":"2014-09-03T14:00:54.000Z","dateModified":"2014-09-03T16:23:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37146 http://blogs.kqed.org/mindshift/?p=37146","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/03/one-teacher-lets-students-prove-theyre-trustworthy-with-devices/","disqusTitle":"One Teacher Lets Students Prove They're Trustworthy With Devices","path":"/mindshift/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_20701","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37188","label":"mindshift"},"mindshift_37139":{"type":"posts","id":"mindshift_37139","meta":{"index":"posts_1591205157","site":"mindshift","id":"37139","score":null,"sort":[1409061644000]},"guestAuthors":[],"slug":"access-to-technology-for-immigrant-students","title":"Access to Technology for Immigrant Students","publishDate":1409061644,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220.jpg\">\u003cimg class=\"alignleft size-medium wp-image-37190\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220-300x168.jpg\" alt=\"6999459456_38f532a9b2_z\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for school-owned devices. We are examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>In this article, we learn how a ninth-grade teacher handles BYOD issues with a mostly immigrant population.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>(\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>.)\u003c/p>\n\u003ch3>PART 2: BYOD AND IMMIGRANT STUDENTS\u003c/h3>\n\u003cp>At \u003ca href=\"http://washington.spps.org/\" target=\"_blank\">Washington Technology Magnet School \u003c/a> in St. Paul Minnesota, many students are recent immigrants from Burma, Bhutan, and East African countries like Somalia and Ethiopia. There’s also a sizable Hmong population. The school's diverse student population represents a shift experienced in schools across the country towards more immigrant children and English Language Learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They don't have the academic language yet to show any critical thinking because that's where they're at in their language development.\"\u003c/aside>\n\u003cp>In Stephanie Erickson’s ninth-grade Life Science class, students speak four or five different languages and have different levels of access to technology. Many newer immigrants have no phones at all. Other low-income students have devices, but not access to the internet at home. “It needs to be school-provided because they don’t have them and they can’t get them,” Erickson said.\u003c/p>\n\u003cp>The official school policy on BYOD allows students to use personal devices to aid learning, but it hasn't become a huge part of instruction because only some students have them. A few students use their phones to take pictures of notes or to use flashcard apps, but most of the technology in the classroom is school-issued. The leadership at Washington Tech is supportive of teachers trying to integrate student-owned devices, even sending along articles and ideas to the whole staff, but Erickson has been hesitant to embrace that freedom because of concerns that not all her students will be able to participate.\u003c/p>\n\u003cp>Equitable access to devices comes up a lot in discussions of BYOD, but teachers committed to making technology work for them in the classroom often find learning can be just as powerful without one-to-one programs. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\" target=\"_blank\">MindShift article\u003c/a> from several years ago, sixth grade teacher \u003ca href=\"http://blog.williamferriter.com/\" target=\"_blank\">Bill Ferriter \u003c/a>noted that teachers are always dealing with a deficit of resources, but that shouldn't prevent change. \"If I can have kids work in groups of three—something that I do 9 days out of 10 anyway–then I really only need one student to have a cell phone with unlimited texting,\" Ferriter writes. \"The odds of that are pretty high in most middle schools. From there, groups can do anything.\"\u003c/p>\n\u003cp>Erickson isn't entirely sure how many kids have devices, but she knows that only 30 percent of her 150 students use \u003ca href=\"https://www.remind.com/\" target=\"_blank\">Remind\u003c/a>, an app that lets teachers text students reminders en masse. The wide range of experience with technology has made Erickson wary of making devices central to her teaching. She did an informal survey with her students after trying to flip a lesson, asking students to watch a video at home so class time could be devoted to discussion and real-world problems. She found that 95 percent of her students liked the flip model, but only 50 percent could watch videos at home.\u003c/p>\n\u003cp>[contextly_sidebar id=\"j14zEk1mjQz5znbmkh0MQxsjDrUvPMkl\"]\u003c/p>\n\u003cp>Still, she's found some value in her experiments. “I think a major shift I've made is that everyday, the kids get immediate feedback,” Erickson said. She uses clicker apps to ascertain whether students are following and understanding the lesson, for example. But she hasn't been able to turn control over to students so they can have more input into how they will learn.\u003c/p>\n\u003cp>\"My concern -- and maybe it’s just a fear rather than a real thing -- is my English Language Learners who have only been here one or two years,” Erickson said. “I think they wouldn’t know where to start.\" Students have trouble designing their own science experiments and Erickson doesn’t want to saddle them with the responsibility of directing their own learning when they're adjusting to a new language and school system at the same time.\u003c/p>\n\u003cp>“They don’t have the academic language yet to show any critical thinking because that’s where they’re at in their language development,” Erickson said. “To do student-centered, you need to do some critical thinking and show it.” This is a common dilemma for teachers who don’t speak the same first language as their students. But educators at schools in the \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">Internationals Network\u003c/a> would disagree with Erickson’s hesitation to ask students to demonstrate critical thinking skills for fear their grasp of the language isn't strong enough.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of the Internationals Network during a Deeper Learning MOOC. Instead, she suggests \u003ca href=\"engaging%20students%20with%20complex%20thinking%20on%20projects\" target=\"_blank\">engaging students with complex thinking\u003c/a> on projects that use both English and a student's’ native language. \"Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,\" she said. The pedagogy behind the Internationals Network focuses on helping students develop literacy and critical thinking skills simultaneously by giving them more freedom to explore their interests in school.\u003c/p>\n\u003cp>While Erickson hasn’t seen how BYOD or even school-provided iPads have helped to engender student-centered learning, or put learning in the hands of students, she has used school-issued devices to help differentiate learning for the wide variety of learners in her classroom. She gives students extra research options so they can delve more deeply into lab work, and takes time to process what they’ve learned with her later. One day a week she has an intervention day, asking students to review topics they find difficult through video and discussion.\u003c/p>\n\u003cp>Meanwhile, her school is moving towards an approach that favors technology in the classroom. The goal is to have a Chromebook cart in every classroom to help make sure students have the tools to work at their own pace. In this vision, students would get individualized homework, based on where they are in the course. Erickson says the IT team needs to do significant upgrades to the wireless system before the vision can be implemented.\u003c/p>\n\u003cp>\"My dream is that the kids grab a device and they’re on right away,\" Erickson said. \"There's no logging in and no delay because of the wifi. The kids can get what they need to learn for that day. They get the slides and what’s going to be projected. They get some sort of way to get formative assessment with teacher feedback, and if it’s more of an intervention lesson, the kids know exactly what they need to do that day.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That dream is within sight, but Erickson's frustration with the technical performance of devices in the classroom have kept her from embracing it wholeheartedly.\u003c/p>\n\n","blocks":[],"excerpt":"How a ninth-grade teacher handles BYOD issues with a largely immigrant classroom.","status":"publish","parent":0,"modified":1409086879,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1419},"headData":{"title":"Access to Technology for Immigrant Students | KQED","description":"How a ninth-grade teacher handles BYOD issues with a largely immigrant classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Access to Technology for Immigrant Students","datePublished":"2014-08-26T14:00:44.000Z","dateModified":"2014-08-26T21:01:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37139 http://blogs.kqed.org/mindshift/?p=37139","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/26/access-to-technology-for-immigrant-students/","disqusTitle":"Access to Technology for Immigrant Students","path":"/mindshift/37139/access-to-technology-for-immigrant-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220.jpg\">\u003cimg class=\"alignleft size-medium wp-image-37190\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220-300x168.jpg\" alt=\"6999459456_38f532a9b2_z\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for school-owned devices. We are examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>In this article, we learn how a ninth-grade teacher handles BYOD issues with a mostly immigrant population.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>(\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>.)\u003c/p>\n\u003ch3>PART 2: BYOD AND IMMIGRANT STUDENTS\u003c/h3>\n\u003cp>At \u003ca href=\"http://washington.spps.org/\" target=\"_blank\">Washington Technology Magnet School \u003c/a> in St. Paul Minnesota, many students are recent immigrants from Burma, Bhutan, and East African countries like Somalia and Ethiopia. There’s also a sizable Hmong population. The school's diverse student population represents a shift experienced in schools across the country towards more immigrant children and English Language Learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They don't have the academic language yet to show any critical thinking because that's where they're at in their language development.\"\u003c/aside>\n\u003cp>In Stephanie Erickson’s ninth-grade Life Science class, students speak four or five different languages and have different levels of access to technology. Many newer immigrants have no phones at all. Other low-income students have devices, but not access to the internet at home. “It needs to be school-provided because they don’t have them and they can’t get them,” Erickson said.\u003c/p>\n\u003cp>The official school policy on BYOD allows students to use personal devices to aid learning, but it hasn't become a huge part of instruction because only some students have them. A few students use their phones to take pictures of notes or to use flashcard apps, but most of the technology in the classroom is school-issued. The leadership at Washington Tech is supportive of teachers trying to integrate student-owned devices, even sending along articles and ideas to the whole staff, but Erickson has been hesitant to embrace that freedom because of concerns that not all her students will be able to participate.\u003c/p>\n\u003cp>Equitable access to devices comes up a lot in discussions of BYOD, but teachers committed to making technology work for them in the classroom often find learning can be just as powerful without one-to-one programs. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\" target=\"_blank\">MindShift article\u003c/a> from several years ago, sixth grade teacher \u003ca href=\"http://blog.williamferriter.com/\" target=\"_blank\">Bill Ferriter \u003c/a>noted that teachers are always dealing with a deficit of resources, but that shouldn't prevent change. \"If I can have kids work in groups of three—something that I do 9 days out of 10 anyway–then I really only need one student to have a cell phone with unlimited texting,\" Ferriter writes. \"The odds of that are pretty high in most middle schools. From there, groups can do anything.\"\u003c/p>\n\u003cp>Erickson isn't entirely sure how many kids have devices, but she knows that only 30 percent of her 150 students use \u003ca href=\"https://www.remind.com/\" target=\"_blank\">Remind\u003c/a>, an app that lets teachers text students reminders en masse. The wide range of experience with technology has made Erickson wary of making devices central to her teaching. She did an informal survey with her students after trying to flip a lesson, asking students to watch a video at home so class time could be devoted to discussion and real-world problems. She found that 95 percent of her students liked the flip model, but only 50 percent could watch videos at home.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Still, she's found some value in her experiments. “I think a major shift I've made is that everyday, the kids get immediate feedback,” Erickson said. She uses clicker apps to ascertain whether students are following and understanding the lesson, for example. But she hasn't been able to turn control over to students so they can have more input into how they will learn.\u003c/p>\n\u003cp>\"My concern -- and maybe it’s just a fear rather than a real thing -- is my English Language Learners who have only been here one or two years,” Erickson said. “I think they wouldn’t know where to start.\" Students have trouble designing their own science experiments and Erickson doesn’t want to saddle them with the responsibility of directing their own learning when they're adjusting to a new language and school system at the same time.\u003c/p>\n\u003cp>“They don’t have the academic language yet to show any critical thinking because that’s where they’re at in their language development,” Erickson said. “To do student-centered, you need to do some critical thinking and show it.” This is a common dilemma for teachers who don’t speak the same first language as their students. But educators at schools in the \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">Internationals Network\u003c/a> would disagree with Erickson’s hesitation to ask students to demonstrate critical thinking skills for fear their grasp of the language isn't strong enough.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of the Internationals Network during a Deeper Learning MOOC. Instead, she suggests \u003ca href=\"engaging%20students%20with%20complex%20thinking%20on%20projects\" target=\"_blank\">engaging students with complex thinking\u003c/a> on projects that use both English and a student's’ native language. \"Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,\" she said. The pedagogy behind the Internationals Network focuses on helping students develop literacy and critical thinking skills simultaneously by giving them more freedom to explore their interests in school.\u003c/p>\n\u003cp>While Erickson hasn’t seen how BYOD or even school-provided iPads have helped to engender student-centered learning, or put learning in the hands of students, she has used school-issued devices to help differentiate learning for the wide variety of learners in her classroom. She gives students extra research options so they can delve more deeply into lab work, and takes time to process what they’ve learned with her later. One day a week she has an intervention day, asking students to review topics they find difficult through video and discussion.\u003c/p>\n\u003cp>Meanwhile, her school is moving towards an approach that favors technology in the classroom. The goal is to have a Chromebook cart in every classroom to help make sure students have the tools to work at their own pace. In this vision, students would get individualized homework, based on where they are in the course. Erickson says the IT team needs to do significant upgrades to the wireless system before the vision can be implemented.\u003c/p>\n\u003cp>\"My dream is that the kids grab a device and they’re on right away,\" Erickson said. \"There's no logging in and no delay because of the wifi. The kids can get what they need to learn for that day. They get the slides and what’s going to be projected. They get some sort of way to get formative assessment with teacher feedback, and if it’s more of an intervention lesson, the kids know exactly what they need to do that day.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That dream is within sight, but Erickson's frustration with the technical performance of devices in the classroom have kept her from embracing it wholeheartedly.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37139/access-to-technology-for-immigrant-students","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37190","label":"mindshift"},"mindshift_37131":{"type":"posts","id":"mindshift_37131","meta":{"index":"posts_1591205157","site":"mindshift","id":"37131","score":null,"sort":[1408456835000]},"guestAuthors":[],"slug":"trust-equity-and-student-centered-learning-with-fourth-graders","title":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","publishDate":1408456835,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35272\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-35272 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing-300x168.jpg\" alt=\"computing\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. We will examine how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>This article focuses on a fourth grade teacher's use of BYOD to give her students the freedom to work at their own pace, with her guidance.\u003c/p>\n\u003cp>\u003cstrong>Part One: DIFFERENTIATING -- BUT NOT TOTALLY TRANSFORMING\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Alisca Harris, a fourth-grade teacher at \u003ca href=\"http://craighead.mce.schoolinsites.com/\">Craighead Elementary\u003c/a> in Mobile, Alabama, has had to try different tactics before finding what sticks. Craighead has a predominantly African-American population and 95 percent of its students are eligible for free and reduced lunch. Harris has been steadily trying to integrate devices into her teaching practice, while being aware that kids and their families have different comfort levels with technology.\u003c/p>\n\u003cp>Parents were receptive to letting their children bring tablets from home, but don’t always understand the nature of the digital work. “Parents just wanted to see it in black and white,” Harris said, \"because some of my students are being raised by grandparents and they really didn't know what these digital assignments were.” Some grandparents didn't believe their students were doing their reading on their devices. To strike a balance, Harris does paper and pencil creative projects, along with digital ones. She also sends all information home in various formats so everyone feels informed.\u003c/p>\n\u003cp>Harris has found that student-owned tablets -- cell phones aren't allowed by the district in elementary school -- are most helpful for increasing engagement, allowing students opportunities for creative expression and for giving her more information about when students understand a concept and when they’re struggling. Even though she teaches fourth grade, some students are reading at a second-grade level, while others are charging ahead to seventh-grade content. The devices help bridge the broad gap.\u003c/p>\n\u003cp>“[Students] can use the device to do research, they can move at their own pace, they’re not waiting on the slower ones,” Harris said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"JgXJjTnpApJcyvc6rCxddoXM6mfFtnTS\"]\u003c/p>\n\u003cp>Harris’ school uses an adaptive software called \u003ca href=\"http://strideacademy.com/\">Stride Academy\u003c/a> for reading, math and science. “They all like the sounds and animation,” Harris said. “They loved that because it was customized to them, no one else knew what they were doing.” Harris receives weekly updates on each student’s progress in the program, including whether they're just guessing, have clearly not understood concepts or if they're surpassing expectations. She can tailor her instruction to provide support to students who struggle and help the advanced students continue to challenge themselves.\u003c/p>\n\u003cp>For example, a few of Harris’ fourth graders leveled up to reading \u003cem>Harry Potter\u003c/em>. To those who wanted to remember each of the plot twists and turns, Harris showed them how to use sticky note apps to keep notes. And though they could follow most of the story, there were often vocabulary words that they had trouble with. “It brought on a lot of dialogue,” Harris said. Together Harris and her students would discuss the meaning of words in context and how it impacted their understanding of the plot and context.\u003c/p>\n\u003cp>“That’s a lot better than taking a fourth grade book because they’re in the fourth grade and not challenging themselves,” Harris said.\u003c/p>\n\u003cp>\u003cstrong>BLOCKING SITES\u003c/strong>\u003c/p>\n\u003cp>Still, the strict web filters favored by the school district in elementary schools have hindered those same precocious students from directing their own learning in many cases.\u003c/p>\n\u003cp>One day Harris noticed that a student was frowning at his screen. Thinking he was confused about a concept, she went over to help him. Instead, she found that he was frowning because the filter was blocking him from accessing a book he wanted to check out from the library. “He was trying to access his own books from the library and his personal library card number wouldn't work,” Harris said. “Only the school's would, and they’re only allowed to check out certain books.\"\u003c/p>\n\u003cp>Harris admits that sometimes a book will be banned based on a very cursory search of keywords, but she thinks it’s a fair price to pay to protect younger kids from seeing inappropriate content – things they’re just not ready for.\u003c/p>\n\u003cp>“It’s a good thing they have a very strong block,” Harris said. “I trust them, but then I have to keep in mind that they are fourth graders. They're children and they're going to try to do things and they’re going to get off task as any child would do.” She knows they've already caught onto the trick of switching screens when a teacher isn't looking.\u003c/p>\n\u003cp>Harris helped pioneer BYOD at her school, but she approves of the strict filters her school sets on the web, even though they can block her from useful sites. “Our children, the environment they’re in, it teaches them more than they should know at that age,” Harris said. Many of her students have older brothers and sisters who teach their younger siblings inappropriate language or ideas. For example, a new drug “spice” has become popular in the neighborhoods where her students live. One student wanted to look it up on the internet, but Harris worried photos and descriptions of the drug's effects on the body would be too much for him.\u003c/p>\n\u003cp>“If I was a high school teacher, I wouldn't use the devices for apps, I would only use it for clicking a response or to look up something on a specific topic,” Harris said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She knows students can easily maneuver around filters and doesn't necessarily trust them to use their devices responsibly.\u003c/p>\n\n","blocks":[],"excerpt":"We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.","status":"publish","parent":0,"modified":1408409396,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1188},"headData":{"title":"Trust, Equity, and Student-Centered Learning With Fourth-Graders | KQED","description":"We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","datePublished":"2014-08-19T14:00:35.000Z","dateModified":"2014-08-19T00:49:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37131 http://blogs.kqed.org/mindshift/?p=37131","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/19/trust-equity-and-student-centered-learning-with-fourth-graders/","disqusTitle":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","path":"/mindshift/37131/trust-equity-and-student-centered-learning-with-fourth-graders","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-35272 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing-300x168.jpg\" alt=\"computing\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. We will examine how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>This article focuses on a fourth grade teacher's use of BYOD to give her students the freedom to work at their own pace, with her guidance.\u003c/p>\n\u003cp>\u003cstrong>Part One: DIFFERENTIATING -- BUT NOT TOTALLY TRANSFORMING\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alisca Harris, a fourth-grade teacher at \u003ca href=\"http://craighead.mce.schoolinsites.com/\">Craighead Elementary\u003c/a> in Mobile, Alabama, has had to try different tactics before finding what sticks. Craighead has a predominantly African-American population and 95 percent of its students are eligible for free and reduced lunch. Harris has been steadily trying to integrate devices into her teaching practice, while being aware that kids and their families have different comfort levels with technology.\u003c/p>\n\u003cp>Parents were receptive to letting their children bring tablets from home, but don’t always understand the nature of the digital work. “Parents just wanted to see it in black and white,” Harris said, \"because some of my students are being raised by grandparents and they really didn't know what these digital assignments were.” Some grandparents didn't believe their students were doing their reading on their devices. To strike a balance, Harris does paper and pencil creative projects, along with digital ones. She also sends all information home in various formats so everyone feels informed.\u003c/p>\n\u003cp>Harris has found that student-owned tablets -- cell phones aren't allowed by the district in elementary school -- are most helpful for increasing engagement, allowing students opportunities for creative expression and for giving her more information about when students understand a concept and when they’re struggling. Even though she teaches fourth grade, some students are reading at a second-grade level, while others are charging ahead to seventh-grade content. The devices help bridge the broad gap.\u003c/p>\n\u003cp>“[Students] can use the device to do research, they can move at their own pace, they’re not waiting on the slower ones,” Harris said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Harris’ school uses an adaptive software called \u003ca href=\"http://strideacademy.com/\">Stride Academy\u003c/a> for reading, math and science. “They all like the sounds and animation,” Harris said. “They loved that because it was customized to them, no one else knew what they were doing.” Harris receives weekly updates on each student’s progress in the program, including whether they're just guessing, have clearly not understood concepts or if they're surpassing expectations. She can tailor her instruction to provide support to students who struggle and help the advanced students continue to challenge themselves.\u003c/p>\n\u003cp>For example, a few of Harris’ fourth graders leveled up to reading \u003cem>Harry Potter\u003c/em>. To those who wanted to remember each of the plot twists and turns, Harris showed them how to use sticky note apps to keep notes. And though they could follow most of the story, there were often vocabulary words that they had trouble with. “It brought on a lot of dialogue,” Harris said. Together Harris and her students would discuss the meaning of words in context and how it impacted their understanding of the plot and context.\u003c/p>\n\u003cp>“That’s a lot better than taking a fourth grade book because they’re in the fourth grade and not challenging themselves,” Harris said.\u003c/p>\n\u003cp>\u003cstrong>BLOCKING SITES\u003c/strong>\u003c/p>\n\u003cp>Still, the strict web filters favored by the school district in elementary schools have hindered those same precocious students from directing their own learning in many cases.\u003c/p>\n\u003cp>One day Harris noticed that a student was frowning at his screen. Thinking he was confused about a concept, she went over to help him. Instead, she found that he was frowning because the filter was blocking him from accessing a book he wanted to check out from the library. “He was trying to access his own books from the library and his personal library card number wouldn't work,” Harris said. “Only the school's would, and they’re only allowed to check out certain books.\"\u003c/p>\n\u003cp>Harris admits that sometimes a book will be banned based on a very cursory search of keywords, but she thinks it’s a fair price to pay to protect younger kids from seeing inappropriate content – things they’re just not ready for.\u003c/p>\n\u003cp>“It’s a good thing they have a very strong block,” Harris said. “I trust them, but then I have to keep in mind that they are fourth graders. They're children and they're going to try to do things and they’re going to get off task as any child would do.” She knows they've already caught onto the trick of switching screens when a teacher isn't looking.\u003c/p>\n\u003cp>Harris helped pioneer BYOD at her school, but she approves of the strict filters her school sets on the web, even though they can block her from useful sites. “Our children, the environment they’re in, it teaches them more than they should know at that age,” Harris said. Many of her students have older brothers and sisters who teach their younger siblings inappropriate language or ideas. For example, a new drug “spice” has become popular in the neighborhoods where her students live. One student wanted to look it up on the internet, but Harris worried photos and descriptions of the drug's effects on the body would be too much for him.\u003c/p>\n\u003cp>“If I was a high school teacher, I wouldn't use the devices for apps, I would only use it for clicking a response or to look up something on a specific topic,” Harris said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She knows students can easily maneuver around filters and doesn't necessarily trust them to use their devices responsibly.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37131/trust-equity-and-student-centered-learning-with-fourth-graders","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_20701","mindshift_1040","mindshift_20719"],"featImg":"mindshift_35272","label":"mindshift"},"mindshift_37006":{"type":"posts","id":"mindshift_37006","meta":{"index":"posts_1591205157","site":"mindshift","id":"37006","score":null,"sort":[1407938420000]},"guestAuthors":[],"slug":"how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","title":"How to Get the Most Out of Student-Owned Devices in Any Classroom","publishDate":1407938420,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37232\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667294683/in/gallery-7357749@N03-72157635829325454/\">\u003cimg class=\"size-full wp-image-37232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/ipad-crowd.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Allowing students to bring their own devices to class can be a cost-effective way to quickly get access to the internet and to the many useful tools those devices carry. But students don’t always get the chance to use their devices, especially in low-income schools.\u003c/p>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\">previously reported\u003c/a>, a \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>But it's not a lost cause -- the disparity \u003cem>can\u003c/em> be addressed, according to \u003ca href=\"http://uca.edu/teaching/facultystaff/michael-mills/\">Michael Mills\u003c/a>, assistant professor of teaching and learning at University of Central Arkansas, who trains in-service teachers and works in a seventh-grade classroom. Mills has spoken openly about how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">race and expectations may be playing into how teachers use devices\u003c/a> in the classroom. For him, this is a crucial issue, because without access to powerful tech use in school, kids who come from disadvantaged backgrounds will continue to fall behind.\u003c/p>\n\u003cp>The bottom line for any teacher: technology works best as an extension of what's already happening in class. At the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, Mills outlined some essential ideas for successfully leveraging the power of technology for learning, regardless of a school's income status.\u003c/p>\n\u003cp>\u003cstrong>DEVELOP TRUST\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The kids who 'have' are going to keep having and the kids who 'have-not' are going to keep being over there,\" Mills said. He suggests the best way to build equitable classroom technology use is to create a culture of trust. That takes time, but Mills said teachers need to give students a chance to prove themselves before displaying mistrust. “Instead of automatically saying, 'I don’t trust you,' why not create opportunities where you can trust them,” he said.\u003c/p>\n\u003cp>To do that, Mills recommends developing engaging lessons that use technology in collaborative and creative ways. \"We've got to make sure the kids are doing the work, but we have to provide them with guidance,\" Mills said. The best way to make sure kids are on task is to move about the room and check on their work -- one of the oldest classroom management tools around -- but effective even in a high-tech classroom. \"Instead of relying on tech to be the policeman, cultivate a culture of responsibility,\" Mills said. \"You can’t fake that.\"\u003c/p>\n\u003cp>Providing guidance on how devices can be used for learning is an essential role for teachers in this era. Despite their facility with the technology itself, kids need direction. \"The research says that if you hand kids a device, they aren't going to inherently use it for an educational purpose,\" Mills said. They need a teacher to guide them along that path.\u003c/p>\n\u003cp>\u003cstrong>SHOW YOUR WORK\u003c/strong>\u003c/p>\n\u003cp>Creating an environment of trust in the classroom extends beyond its walls and into the community. Not only will a transparent classroom make it easier to engage with parents, but it also helps the community come to grips with a different style of education from what they experienced as children. And being transparent about classroom practices opens up the door for more collaboration with colleagues.\u003c/p>\n\u003cp>If a teacher doesn't feel what they're doing in the classroom is strong enough to be seen by others, he or she probably shouldn't be doing it. \"If it's not good enough for everybody, it's not good enough for the kids,\" Mills said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"M5d333h0dzJz3s1vWoSNNFWRdVzK44E3\"]\u003c/p>\n\u003cp>\u003cstrong>SET GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>Technical issues with devices can be a headache, so setting some ground rules for device management helps mitigate some hiccups. Mills recommends making it clear that it is students' responsibility to bring their device to school charged and ready to go. Designating a spot on student desks or tables where devices go when they aren't being used for a specific assignment is also a great way to deter students from succumbing to distraction.\u003c/p>\n\u003cp>\"Instead of relying on tech to be the policeman, cultivate a culture of responsibility.\"\u003c/p>\n\u003cp>\u003cstrong>BE COMFORTABLE WITH DEVICE DIVERSITY \u003c/strong>\u003c/p>\n\u003cp>Mills is not bothered by students bringing a variety of types of devices, with varying levels of computing powers. It shouldn't matter if students are working in groups and sharing their devices. “We need to make sure students have individual tasks asked of them within each group,” Mills said. “The beauty of that is the kids don’t all have to have the same device.”\u003c/p>\n\u003cp>Mills is a firm believer that a powerful use of devices turns students into producers, not consumers of content. “The most important aspect of teaching is to give students an opportunity to create,” Mills said. Sometimes technology will be the perfect tool for that, but in other cases the wireless may give out, an app will go on the fritz or any number of other obstacles might arise.\u003c/p>\n\u003cp>In those cases, have a back-up plan so the lesson and its creative energy isn't lost to the whims of malfunctioning technology. Mills described one project he planned for his class around \u003cem>The Diary of Anne Frank\u003c/em>. He wanted students to analyze primary and secondary sources, so he made QR codes to accompany various images relevant to the book. He put so much information into the codes that they didn't work.\u003c/p>\n\u003cp>As an alternative, students researched topics on their phones and cut and paste relevant passages to match the images. In the end, the backup plan required more critical thinking and collaboration than the original project and students had a good time doing it.\u003c/p>\n\u003cp>\u003cstrong>ALLOW SPACE FOR COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Though many have lauded the benefits of one-to-one device initiatives, Mills isn't a proponent. \"I like a one-to-three [ratio] because it forces kids to collaborate more and the technology gives us an awesome way to facilitate collaboration,\" Mills said. \"We can’t let that laptop or iPad be the centerpiece of our instruction.\"\u003c/p>\n\u003cp>\u003cstrong>FAVORITE APPS\u003c/strong>\u003c/p>\n\u003cp>Mills is a fan of simple, creative tools that he can use in lots of different ways. He worries that too many apps provide little added-value to the classroom and believes teachers should carefully analyze how and why a new app will be used.\u003c/p>\n\u003cp>“We really have to think about our instructional objective,” Mills said. \"What is it we need our students to do or know? Without that [focus] we become product marketers.\" The standard he sets for himself is to ask whether the activity has students creating, synthesizing and analyzing. If it does those three things, it’s probably worthwhile.\u003c/p>\n\u003cp>Mills also suggests teachers try out new apps on the school network, with a student account before planning a lesson around them. Some apps are blocked, or require too much bandwidth for the wireless. He also says it’s important to read the terms of service for any new product. Tumblr, for example, says it is not appropriate for students under 13 -- important information for a seventh grade teacher.\u003c/p>\n\u003cp>Mills has a go-to list of apps he uses regularly.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.infuselearning.com/\">Infuse Learning\u003c/a>: This is a free, formative assessment tool. Teachers can ask students multiple choice or written answer questions to assess how well or poorly they are understanding concepts. The teacher can also hover over a student’s name to see how long he or she took to answer the question. If there are a lot of wrong answers, the teacher knows she probably didn't teach it well enough the first time and needs to rethink her approach.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://padlet.com/\">Padlet\u003c/a>: Mills uses this app like a class Twitter account or a poster board. It has both display options, although some devices won’t show the poster view. Students can collaborate on different \"notes\" and drag in multimedia, images and documents from other places.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google Docs: Aside from the obvious use of Google Docs to collaborate on writing projects, Mills likes the sheer amount of information that can be uploaded onto this platform, allowing kids to work on it at the same time. In a lesson about point of view, Mills started a \u003ca href=\"http://www.google.com/sheets/about/\">Google Sheet\u003c/a> and gave each student a column. He asked each student to write down the significant words that demonstrated a literary character's point of view in their column and then took all of them and made a word map with \u003ca href=\"http://www.wordle.net/\">Wordle\u003c/a>. This sparked a vibrant discussion about the words that rose to the top. And it was easy to do the exercise again from a different character’s point of view. “The tech gave us an opportunity to have a conversation and to really compare and contrast,” Mills said. While it’s a simple exercise, there wouldn’t have been enough space on a whiteboard and it would have been much more time consuming.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Mills used\u003ca href=\"http://www.google.com/trends/\"> Google Trends\u003c/a> to have students analyze who is more popular -- Jay Z or Beyonce. “What’s exciting is they start analyzing the graph instead of arguing about what they think they know,” Mills said. The quick Google Trend search got them talking about a topic they love from an academic point of view.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Another favorite tool is Instagram, which Mills often integrates into math class by having students photograph and share different shapes around town. In one high school project he even had students snap images of grammatical errors on signs in the community. “When students have to create something and put something out there, they work a lot harder,” Mills said. “If they know their peers are going to see it, they care.\" That doesn't mean teachers should share the results of formative assessment polling all the time. Mills strongly believes that kids have been told too often that they aren’t smart, so being shamed in front of the whole class doesn’t motivate them. Instead, teachers should try to be sensitive to students’ feelings.\u003c/li>\n\u003c/ul>\n\u003cp>Ultimately, Mills sees BYOD as a great way to engage kids through the tools that they use everyday. “My 'nefarious' purpose is for kids to see the device in their pocket as a learning device,\" he said. And if they learn some ways their phones can help them navigate life beyond Snapchat and selfies, that’s a good thing.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Tips to make sure classroom technology is focused on asking students to be creative, collaborative and analytical.","status":"publish","parent":0,"modified":1407883898,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1788},"headData":{"title":"How to Get the Most Out of Student-Owned Devices in Any Classroom | KQED","description":"Tips to make sure classroom technology is focused on asking students to be creative, collaborative and analytical.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Get the Most Out of Student-Owned Devices in Any Classroom","datePublished":"2014-08-13T14:00:20.000Z","dateModified":"2014-08-12T22:51:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37006 http://blogs.kqed.org/mindshift/?p=37006","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/13/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/","disqusTitle":"How to Get the Most Out of Student-Owned Devices in Any Classroom","path":"/mindshift/37006/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37232\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667294683/in/gallery-7357749@N03-72157635829325454/\">\u003cimg class=\"size-full wp-image-37232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/ipad-crowd.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Allowing students to bring their own devices to class can be a cost-effective way to quickly get access to the internet and to the many useful tools those devices carry. But students don’t always get the chance to use their devices, especially in low-income schools.\u003c/p>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\">previously reported\u003c/a>, a \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>But it's not a lost cause -- the disparity \u003cem>can\u003c/em> be addressed, according to \u003ca href=\"http://uca.edu/teaching/facultystaff/michael-mills/\">Michael Mills\u003c/a>, assistant professor of teaching and learning at University of Central Arkansas, who trains in-service teachers and works in a seventh-grade classroom. Mills has spoken openly about how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">race and expectations may be playing into how teachers use devices\u003c/a> in the classroom. For him, this is a crucial issue, because without access to powerful tech use in school, kids who come from disadvantaged backgrounds will continue to fall behind.\u003c/p>\n\u003cp>The bottom line for any teacher: technology works best as an extension of what's already happening in class. At the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, Mills outlined some essential ideas for successfully leveraging the power of technology for learning, regardless of a school's income status.\u003c/p>\n\u003cp>\u003cstrong>DEVELOP TRUST\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The kids who 'have' are going to keep having and the kids who 'have-not' are going to keep being over there,\" Mills said. He suggests the best way to build equitable classroom technology use is to create a culture of trust. That takes time, but Mills said teachers need to give students a chance to prove themselves before displaying mistrust. “Instead of automatically saying, 'I don’t trust you,' why not create opportunities where you can trust them,” he said.\u003c/p>\n\u003cp>To do that, Mills recommends developing engaging lessons that use technology in collaborative and creative ways. \"We've got to make sure the kids are doing the work, but we have to provide them with guidance,\" Mills said. The best way to make sure kids are on task is to move about the room and check on their work -- one of the oldest classroom management tools around -- but effective even in a high-tech classroom. \"Instead of relying on tech to be the policeman, cultivate a culture of responsibility,\" Mills said. \"You can’t fake that.\"\u003c/p>\n\u003cp>Providing guidance on how devices can be used for learning is an essential role for teachers in this era. Despite their facility with the technology itself, kids need direction. \"The research says that if you hand kids a device, they aren't going to inherently use it for an educational purpose,\" Mills said. They need a teacher to guide them along that path.\u003c/p>\n\u003cp>\u003cstrong>SHOW YOUR WORK\u003c/strong>\u003c/p>\n\u003cp>Creating an environment of trust in the classroom extends beyond its walls and into the community. Not only will a transparent classroom make it easier to engage with parents, but it also helps the community come to grips with a different style of education from what they experienced as children. And being transparent about classroom practices opens up the door for more collaboration with colleagues.\u003c/p>\n\u003cp>If a teacher doesn't feel what they're doing in the classroom is strong enough to be seen by others, he or she probably shouldn't be doing it. \"If it's not good enough for everybody, it's not good enough for the kids,\" Mills said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SET GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>Technical issues with devices can be a headache, so setting some ground rules for device management helps mitigate some hiccups. Mills recommends making it clear that it is students' responsibility to bring their device to school charged and ready to go. Designating a spot on student desks or tables where devices go when they aren't being used for a specific assignment is also a great way to deter students from succumbing to distraction.\u003c/p>\n\u003cp>\"Instead of relying on tech to be the policeman, cultivate a culture of responsibility.\"\u003c/p>\n\u003cp>\u003cstrong>BE COMFORTABLE WITH DEVICE DIVERSITY \u003c/strong>\u003c/p>\n\u003cp>Mills is not bothered by students bringing a variety of types of devices, with varying levels of computing powers. It shouldn't matter if students are working in groups and sharing their devices. “We need to make sure students have individual tasks asked of them within each group,” Mills said. “The beauty of that is the kids don’t all have to have the same device.”\u003c/p>\n\u003cp>Mills is a firm believer that a powerful use of devices turns students into producers, not consumers of content. “The most important aspect of teaching is to give students an opportunity to create,” Mills said. Sometimes technology will be the perfect tool for that, but in other cases the wireless may give out, an app will go on the fritz or any number of other obstacles might arise.\u003c/p>\n\u003cp>In those cases, have a back-up plan so the lesson and its creative energy isn't lost to the whims of malfunctioning technology. Mills described one project he planned for his class around \u003cem>The Diary of Anne Frank\u003c/em>. He wanted students to analyze primary and secondary sources, so he made QR codes to accompany various images relevant to the book. He put so much information into the codes that they didn't work.\u003c/p>\n\u003cp>As an alternative, students researched topics on their phones and cut and paste relevant passages to match the images. In the end, the backup plan required more critical thinking and collaboration than the original project and students had a good time doing it.\u003c/p>\n\u003cp>\u003cstrong>ALLOW SPACE FOR COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Though many have lauded the benefits of one-to-one device initiatives, Mills isn't a proponent. \"I like a one-to-three [ratio] because it forces kids to collaborate more and the technology gives us an awesome way to facilitate collaboration,\" Mills said. \"We can’t let that laptop or iPad be the centerpiece of our instruction.\"\u003c/p>\n\u003cp>\u003cstrong>FAVORITE APPS\u003c/strong>\u003c/p>\n\u003cp>Mills is a fan of simple, creative tools that he can use in lots of different ways. He worries that too many apps provide little added-value to the classroom and believes teachers should carefully analyze how and why a new app will be used.\u003c/p>\n\u003cp>“We really have to think about our instructional objective,” Mills said. \"What is it we need our students to do or know? Without that [focus] we become product marketers.\" The standard he sets for himself is to ask whether the activity has students creating, synthesizing and analyzing. If it does those three things, it’s probably worthwhile.\u003c/p>\n\u003cp>Mills also suggests teachers try out new apps on the school network, with a student account before planning a lesson around them. Some apps are blocked, or require too much bandwidth for the wireless. He also says it’s important to read the terms of service for any new product. Tumblr, for example, says it is not appropriate for students under 13 -- important information for a seventh grade teacher.\u003c/p>\n\u003cp>Mills has a go-to list of apps he uses regularly.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.infuselearning.com/\">Infuse Learning\u003c/a>: This is a free, formative assessment tool. Teachers can ask students multiple choice or written answer questions to assess how well or poorly they are understanding concepts. The teacher can also hover over a student’s name to see how long he or she took to answer the question. If there are a lot of wrong answers, the teacher knows she probably didn't teach it well enough the first time and needs to rethink her approach.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://padlet.com/\">Padlet\u003c/a>: Mills uses this app like a class Twitter account or a poster board. It has both display options, although some devices won’t show the poster view. Students can collaborate on different \"notes\" and drag in multimedia, images and documents from other places.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google Docs: Aside from the obvious use of Google Docs to collaborate on writing projects, Mills likes the sheer amount of information that can be uploaded onto this platform, allowing kids to work on it at the same time. In a lesson about point of view, Mills started a \u003ca href=\"http://www.google.com/sheets/about/\">Google Sheet\u003c/a> and gave each student a column. He asked each student to write down the significant words that demonstrated a literary character's point of view in their column and then took all of them and made a word map with \u003ca href=\"http://www.wordle.net/\">Wordle\u003c/a>. This sparked a vibrant discussion about the words that rose to the top. And it was easy to do the exercise again from a different character’s point of view. “The tech gave us an opportunity to have a conversation and to really compare and contrast,” Mills said. While it’s a simple exercise, there wouldn’t have been enough space on a whiteboard and it would have been much more time consuming.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Mills used\u003ca href=\"http://www.google.com/trends/\"> Google Trends\u003c/a> to have students analyze who is more popular -- Jay Z or Beyonce. “What’s exciting is they start analyzing the graph instead of arguing about what they think they know,” Mills said. The quick Google Trend search got them talking about a topic they love from an academic point of view.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Another favorite tool is Instagram, which Mills often integrates into math class by having students photograph and share different shapes around town. In one high school project he even had students snap images of grammatical errors on signs in the community. “When students have to create something and put something out there, they work a lot harder,” Mills said. “If they know their peers are going to see it, they care.\" That doesn't mean teachers should share the results of formative assessment polling all the time. Mills strongly believes that kids have been told too often that they aren’t smart, so being shamed in front of the whole class doesn’t motivate them. Instead, teachers should try to be sensitive to students’ feelings.\u003c/li>\n\u003c/ul>\n\u003cp>Ultimately, Mills sees BYOD as a great way to engage kids through the tools that they use everyday. “My 'nefarious' purpose is for kids to see the device in their pocket as a learning device,\" he said. And if they learn some ways their phones can help them navigate life beyond Snapchat and selfies, that’s a good thing.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37006/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_1040"],"featImg":"mindshift_37232","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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