Technology is the new reality for our schools, the computer lab is moving to the classroom and a “fundamentally different paradigm is about to emerge” (Tab Times, 2013). The rise of wireless technology and BYOD in the schools is likely to transform and inform the next generation of digital citizens—creating “confident, flexible, self-directed, life-long learners” (Microsoft Corporation, 2012). With the advent of wireless technology in schools, students have the ability to customize, direct and personalize their learning experiences, and this seems to be where learning is headed. But are students, teachers and systems for that matter, well-equipped to manage technology effectively and offer sound pedagogical practice?
Equitable access to technology and internet connectivity is crucial in supporting learners and to “better prepare students to thrive in an increasingly digital world” (BC Ministry of Education, 2012). I am skeptical of an educational plan in which involves the “smart use of technology in schools…in which to empower the learning process” (BC Ministry of Education, 2012), when in reality, not all schools offer similar access to technology. If we cannot meet the connectivity needs of our students the digital divide will only deepen. In my school district, SD#68, many schools now offer wireless technology, but wireless, when it is working, is only accessible for teachers. The BYOD policy does not apply to students—they are unable to access the Internet with their personal devices as they are not provided with a student Wi-Fi connection. In my school, the classroom teachers have access to five mobile laptop stations (housing up to 20 laptops per station), but with the weak school Wi-Fi infrastructure, getting online is hit and miss, so many of the bookable mobile labs are not getting used as students are unable to logon to the network, or in some cases, it takes up to 50 minutes to access the network. If we are expecting technology to shape and support learners into 21st century thinkers, then the infrastructure must be present and working.
Education is moving toward a more personalized approach to learning, this learning initiative is a student-centered approach, which intends on shifting the way education is delivered; to an education system that is flexible and adaptable to support the individual needs of each student (BC Ministry of Education, 2012). Correspondingly, educators are “recognizing technology could be better utilized to improve and enhance learning experiences for students” (Education Alberta, 2011). The ever-increasing ubiquity our digital landscape, the focus on student-directed learning, “…and the growing sense schooling is falling out of step with today’s youth (Canadian Education Association, as cited in Education Alberta, 2011), is sharpening the focus on classroom technologies…designed to create an intensely personal experience”(Education Alberta, 2011).
Many students are well-acquainted with the knowledge of how to download apps, use the touchscreen interface, surf the web and manage their social networks, but there is a common misperception that “…today’s students intuitively know how to use technology for learning” (Microsoft Corporation, 2012), and merely giving student the opportunity to bring in their own devices for use will enhance their personal learning opportunities. This perspective is not embraced by research and in reality, the devices becomes more of a hindrance and distraction than a tool for learning. If the teacher’s role is to create learning opportunities for personalization and self-direction, then we must also “provide guidance and support” with technology (Education Alberta, 2011) along with solid pedagogy concerning use in a BYOD learning environment.
"The question is not whether we can get an iPod into every kid's hand. It's whether communities can leverage the capacity of networks to make learning more authentic and powerful for students." (Blake-Plock, S., as cited in Bernard, S., 2014). Blake-Plock’s formidable statement makes it clear that it is not necessarily about the device, the key factor suggests that learning is more influenced by pedagogy, or how we use the device. Experimenting with technology in the classroom may lead to wonderful learning experiences, but it may also result in disappointment, failure and at its worst, it may lead to absolutely nothing. When a teacher’s only use for the device is as a substitute for a writing instrument (pen, pencil, paper) the device becomes irrelevant and inconsequential. The reality is that there are few educators who have an informed pedagogy with the purpose of encouraging appropriate and robust use of the new technologies. Many of my colleagues only use our school’s mobile lab for word processing capabilities—they have no knowledge of the devices’ potential for teaching and learning, and in some case, they don’t care to know as some teachers are resistive to change. The key element that is lacking is what is most required for a shift in thinking to occur--substantial professional development opportunities across the district. As Blake-Plock states, educators can continue to "treat technology as their auxiliary", or they can begin to see it as a place "where culture itself is developing in the 21st century" (Blake-Plock, S., as cited in Bernard, S., 2014).
“There's no question that the road to digital inclusion is lined with obstacles” (Bernard, S., 2014), and at times these “obstacles” blind us from the true focus, that is to “create confident, self-directed, life-long learners” (Microsoft Corporation, 2012). These are not humble goals, rather they seem quite distant and inaccessible, but they have gained momentum in education and have become our overarching objectives when implementing technology in our schools. BYOD is an excellent solution to the issues surrounding equity and the digital divide, but the “BYOD mandate requires deeper scrutiny” (Microsoft Corporation, 2012) as the current realities of this approach are not in line with the current realities found in the classroom.
Works Cited
BC Ministry of Education. (2012). BC's Education Plan: Personalized Learning. Retrieved from www.bcedplan.ca: http://www.bcedplan.ca/actions/pl.php
Education Alberta. (2011). iPads: What are we learning? Summary report of provincial data gathering day. Retrieved from education.alberta.ca: http://education.alberta.ca/media/6684652/ipad%20report%20-%20final%20version%202012-03-20.pdf
Microsoft Corporation. (2012). Bring Your Devices To School (Whitepaper). Retrieved from http://blogs.msdn.com: http://blogs.msdn.com/b/education/archive/2012/08/15/microsoft-bring-your-own-device-in-schools-whitepaper.aspx
Tab Times. (2013). The future of tablets : iPad and its competitors. Retrieved from www.youtube.com: http://www.youtube.com/watch?v=znM5KSDddeA
Equitable access to technology and internet connectivity is crucial in supporting learners and to “better prepare students to thrive in an increasingly digital world” (BC Ministry of Education, 2012). I am skeptical of an educational plan in which involves the “smart use of technology in schools…in which to empower the learning process” (BC Ministry of Education, 2012), when in reality, not all schools offer similar access to technology. If we cannot meet the connectivity needs of our students the digital divide will only deepen. In my school district, SD#68, many schools now offer wireless technology, but wireless, when it is working, is only accessible for teachers. The BYOD policy does not apply to students—they are unable to access the Internet with their personal devices as they are not provided with a student Wi-Fi connection. In my school, the classroom teachers have access to five mobile laptop stations (housing up to 20 laptops per station), but with the weak school Wi-Fi infrastructure, getting online is hit and miss, so many of the bookable mobile labs are not getting used as students are unable to logon to the network, or in some cases, it takes up to 50 minutes to access the network. If we are expecting technology to shape and support learners into 21st century thinkers, then the infrastructure must be present and working.
Education is moving toward a more personalized approach to learning, this learning initiative is a student-centered approach, which intends on shifting the way education is delivered; to an education system that is flexible and adaptable to support the individual needs of each student (BC Ministry of Education, 2012). Correspondingly, educators are “recognizing technology could be better utilized to improve and enhance learning experiences for students” (Education Alberta, 2011). The ever-increasing ubiquity our digital landscape, the focus on student-directed learning, “…and the growing sense schooling is falling out of step with today’s youth (Canadian Education Association, as cited in Education Alberta, 2011), is sharpening the focus on classroom technologies…designed to create an intensely personal experience”(Education Alberta, 2011).
Many students are well-acquainted with the knowledge of how to download apps, use the touchscreen interface, surf the web and manage their social networks, but there is a common misperception that “…today’s students intuitively know how to use technology for learning” (Microsoft Corporation, 2012), and merely giving student the opportunity to bring in their own devices for use will enhance their personal learning opportunities. This perspective is not embraced by research and in reality, the devices becomes more of a hindrance and distraction than a tool for learning. If the teacher’s role is to create learning opportunities for personalization and self-direction, then we must also “provide guidance and support” with technology (Education Alberta, 2011) along with solid pedagogy concerning use in a BYOD learning environment.
"The question is not whether we can get an iPod into every kid's hand. It's whether communities can leverage the capacity of networks to make learning more authentic and powerful for students." (Blake-Plock, S., as cited in Bernard, S., 2014). Blake-Plock’s formidable statement makes it clear that it is not necessarily about the device, the key factor suggests that learning is more influenced by pedagogy, or how we use the device. Experimenting with technology in the classroom may lead to wonderful learning experiences, but it may also result in disappointment, failure and at its worst, it may lead to absolutely nothing. When a teacher’s only use for the device is as a substitute for a writing instrument (pen, pencil, paper) the device becomes irrelevant and inconsequential. The reality is that there are few educators who have an informed pedagogy with the purpose of encouraging appropriate and robust use of the new technologies. Many of my colleagues only use our school’s mobile lab for word processing capabilities—they have no knowledge of the devices’ potential for teaching and learning, and in some case, they don’t care to know as some teachers are resistive to change. The key element that is lacking is what is most required for a shift in thinking to occur--substantial professional development opportunities across the district. As Blake-Plock states, educators can continue to "treat technology as their auxiliary", or they can begin to see it as a place "where culture itself is developing in the 21st century" (Blake-Plock, S., as cited in Bernard, S., 2014).
“There's no question that the road to digital inclusion is lined with obstacles” (Bernard, S., 2014), and at times these “obstacles” blind us from the true focus, that is to “create confident, self-directed, life-long learners” (Microsoft Corporation, 2012). These are not humble goals, rather they seem quite distant and inaccessible, but they have gained momentum in education and have become our overarching objectives when implementing technology in our schools. BYOD is an excellent solution to the issues surrounding equity and the digital divide, but the “BYOD mandate requires deeper scrutiny” (Microsoft Corporation, 2012) as the current realities of this approach are not in line with the current realities found in the classroom.
Works Cited
BC Ministry of Education. (2012). BC's Education Plan: Personalized Learning. Retrieved from www.bcedplan.ca: http://www.bcedplan.ca/actions/pl.php
Education Alberta. (2011). iPads: What are we learning? Summary report of provincial data gathering day. Retrieved from education.alberta.ca: http://education.alberta.ca/media/6684652/ipad%20report%20-%20final%20version%202012-03-20.pdf
Microsoft Corporation. (2012). Bring Your Devices To School (Whitepaper). Retrieved from http://blogs.msdn.com: http://blogs.msdn.com/b/education/archive/2012/08/15/microsoft-bring-your-own-device-in-schools-whitepaper.aspx
Tab Times. (2013). The future of tablets : iPad and its competitors. Retrieved from www.youtube.com: http://www.youtube.com/watch?v=znM5KSDddeA