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You could take them on a virtual field trip of a film studio...that would be so very fun! And given they were doing it themselves, it could be self-paced...just

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As a History teacher, I think it would be so cool to have students create parody accounts for historical figures on facebook, twitter, instagram, snapchat, etc. It would be quick and simple to do if students had cell phones. You could do something similar as a cross-curricular project...as they could produce videos to place on their parody sites.

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I like Katie's idea about using Aurasma. When I learned it in a class here, I imagined tagging my wall-sized map in my classroom with information about the areas we were studying...if only my school allowed mobile devices :(

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You could have students contribute to a class discussion using twitter and a unique hashtag for the class and topic. Students who do not ordinarily participate in class discussions orally will participate in this one :)

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I shared on Justin's page an idea I found in a professional development seminar on mobile tech in the classroom. It was the use of a "parking space" on a desk...during times when they are not in use the cell phone must be on the spot you taped to the desk.  If they do not do so, then have a set disciplinary action to follow. Typically, not being able to use it for an activity will do the trick, as they do not want to lose the ability to use it :)

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I shared on Justin's page an idea I found in a professional development seminar on mobile tech in the classroom. It was the use of a "parking space" on a desk...during times when they are not in use the cell phone must be on the spot you taped to the desk.  If they do not do so, then have a set disciplinary action to follow. Typically, not being able to use it for an activity will do the trick, as they do not want to lose the ability to use it :)

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Cell phones would work perfectly to do a project like Lindsay's! You could use a Skype or Facetime app to talk to the penpal!

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Show the same information in different ways

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Show the same information in different ways

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I was fortunate enough to be involved in a student music composition program when I was in high school. In it, we worked with local composers to grow in our music composition skills. One of the songs I wrote grabbed one of the composers attention and she taught me the coolest lesson using it: Good music holds up across genres. Working in a small combo, we played the song country style, jazz, folk, mariachi, and R&B. It had a different feeling in each style, but held its own and was engaging regardless of style. I think this same strategy would be really meaningful in a video application. Having the students tel the same story or show the same information using a variety of different style-formats. This way, students can experiment with different techniques and formats to see which ones resonate with them.

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Videos that have relevance for the students

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Videos that have relevance for the students

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In figuring out how to build student buy-in of your project, perhaps spend the first week of the class by having the students present examples of the kinds of video projects that have meaning for them. Are they into tutorials, citizen journalism, reviews, original artistic creation, or other options. When you know what kinds of media resounds with the students, you will have a good idea of different platforms that would be more useful.

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We all had moments where we were goofing off in school, whether it was passing notes, making goofy programs on our Ti-83s, or whatever. The truth is, when we cared about what we were working on we didn't bother as much with these goofy antics. Often these activities were escapes from activities that weren't challenging or didn't' engage us. As you build structured and engaging activities that students are invested in, the misuse of devices will likely be significantly less.

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I've used nearpod in the past, where students see a student slide when you are showing a class slide on the smartboard, and then there are opportunities for student engagement like drawing, answering questions, submitting text, etc. that happen on student devices. If a student logs out it may show on the teacher's screen, or at the very least students may not be ready to follow along and this would show.

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This probably goes without saying, but I've seen teachers saw devices are to be used a certain way, but then they don't follow similar rules. For example, if phones aren't to be looked at during certain activities or for certain purposes, then the teacher should model these expectations with their own device usage.

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Give your students an audience for the content they produce. Knowing that people outside of their class/teacher will be viewing their work may help them stay on task. You might even find real world needs for video creation that your students could fill. I know my professional organization recently produced a video to help advocate the need for libraries. Your students could have been the creators! Find a charity or someone else who needs help. The students will get the experience of working within a client's constraints and hopefully be motivated to do their best work.

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Turn your classroom into a linked space with QR Codes or Augmented Reality targets using apps like Aurasma so students can engage with the the content, your physical space, and their phones.

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Make digital citizenship a part of your curriculum. There are some great lesson plans out there already. You might check out Common Sense Media. We all need to understand what is respectful, responsible, and safe behavior before we try out any new activity.

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Even when not being used, have students keep their tech visible, but face down on their desks. This way it is very obvious if a student is choosing to distract themselves because it will be missing from their desk.

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Have students help you develop and then agree to a responsible use policy for their cell phones. If they have a part in making the expectations, they may be more likely to following them.

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Arrange seating so you can see as many screens as possible. Keep a keen eye on them as much as possible.

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If the students can't stop looking at their phones, maybe you can do digital gallery walks for reviewing projects at completion. Student posts their video and others comment on 3 peer's work. Make sure to go over appropriate comments: positive, constructive, etc.

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Observe what the students are using their devices for that you say is misguided. Are they spending the class texting each other? Playing games? Taking photos? Whatever it is, think of a way to incorporate this into the class design. Maybe they need more group projects for collaboration, maybe they want to design their own game with their own graphics and videos, or need more time for creating raw footage. Try to turn the distraction into the engagement.

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Show students when it is appropriate to use their phones by dividing your class time to reflect devices out vs devices away. For instance, first 10 minutes could be devices away for whole class instruction. Next 20 mins could be devices out for research, taking video, etc. Last set of minutes devices are away again for next activity and wrapping up instruction.

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Once you have reviewed expectations for device use, you could institute a device jail for when students are not following the agreed upon expectations. This is dependent on setting the expectations first, and consistent enforcement. This could be a basket on teacher desk and devices go back only when the bell rings.

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At my school (gr 6-8) we are trying out a zone system for iPad use this year. The zones are based on a stop light, so green is for when kids are given an assignment utilizing the device and can go ahead and conduct research and work. Yellow is teacher directed pace, kids are following along in the same place that the teacher says, eg. slide 3 of a presentation or a specific page on a website. Red is iPad cases are closed, face down on desk.

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Create a set of expectations with student input on the use of their device. Maybe have them write up a list of ideas for device use and culminate everyone's ideas into a final set of rules.

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Look at Lindsay Ong's idea on Justin's Padlet for image editing. Amazing idea!

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Often I think that what I am seeing is student misbehavior or misuse of resources, and when I step back I realize that what I am actually seeing is students without direction on how to use these resources. When students know what things should be used for and have examples and non-examples of how to properly use them you can be assured that your goal is clear.

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I realize I do not teach this class and have no clue the amount of technology used, but here is a thought building on break off from Justin. Why not have students create a video and then make them use close captions. Each group could come up with something different/unique about each video and share with the class.

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This is a resource you could use for research at this high school level. This is a great resource to use to make sure students are using their devices for something that is research centered and it will also keep students engaged.

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DOGO News - Kids news articles! Kids current events; plus kids news on science, sports, and more!

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DOGO News has fun articles for kids on current events, science, sports, and more! There are also lots of stories, pictures, videos, games and the DOGO news map for kids! Add your comments, read reviews of cool websites, and more!

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Have students create a class vlog since it is a video production class. They can communicate via vlog about assignments and what is working and what is not.

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1. Parent communication would also be useful, and possibly trying to keep families updated with any inappropriate use of devices during class time. I would recommend this if you have students not completing assignments often, and after you have had conversations with the students if they are still struggling then set up a phone call.

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1. Personal check ins with groups, and encouraging them to complete assignments would be beneficial. Ensure students know the points the assignment is worth and how not completing the recordings on the phone would really hurt grades.

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1. Try having students have a personal check list or agenda of some sort, that gives allotted time for each part of the activity.For example, 15 minutes, scene one should be shot and completed on phone. And by the end they will have to have email you the recordings etc for a grade and they can reflect as an exit ticket, as to whether or not they met their assignment goals, and what was their distraction.

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1. Possibly allow students to break off into groups and create some type of how to video to teach the class about, but through video. That may help with engagement as they will be your co teachers somehow

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1. I am using cell phones for my digital media class as well, and what I am doing is allowing students to go outside and get some shots with their phones. Then they will use these shots to edit/ analyze with peers