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50 tools to inspire students with Chromebooks.pdf

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Video - Google Classrooms, Learner Agency & Universal Design for Learning

In this day and age it blows me away that there are still high schools debating whether to introduce Bring Your Own Device (BYOD), and then it frustrates me further than when they do go BYOD and they choose to make it optional or drip feed it in level by level.

Those yet to introduce BYOD are doing their students a massive disservice, potentially widening the gap between the "haves and have-nots". Young people need these skills, and considering your school probably has something in the vision or mission statement about preparing young people, you're really not delivering the goods.

And as for those who are doing the slowly, slowly drip feed of BYOD, bravo for taking the first step, but you need to recognise that you are increasing your teacher's workload, not reducing it, and the chances are you are not getting anywhere near the benefits that a one to one BYOD programme can offer.

Yeah, yeah, yeah, I know what you are saying, change is hard for teachers, but dipping your toes takes just as much work, on top of still doing traditional prep and the chances are the efforts are half-arsed as a result and the students are frustrated because it's bloody unclear how they should be learning. This also allows for the nervous and reticent amongst your teaching staff to pretty much opt out and to lean on the offline they strategies they are confident in. And remember universal BYOD or one to one does not mean that you forgo that fabulous face to face offline practice, it just means that you can invest time and energy to do the online strategies well.

And yeah, yeah, yeah I hear others saying their learners just can't afford it. Well personally, I think those learners are the ones that need and deserve it more than any. Get your retailers/ICT suppliers to put together a weekly payment plan for a naked chromebook or laptop, ie. simply a chromebook or laptop. Not one that comes with case, insurance, steak knives and kitchen sink. You should be able to get these down to a few dollars a week. If your school budget or some kind school supporters can stretch to it, bulk buy and let families pay back at $3-4 a week. Yes, these strategies take time, and some financial risk, but quite frankly if this means we are going to close the digital divide for our students and possibly their families, it is time bloody time and money well spent!

But I digress, this blogpost is supposed to about how BYOD can and amplify best practice.

Note - If your behaviour management is poor, if your lessons are poorly planned and your contexts less than engaging (and if you don't get of your bottom throughout each and every lesson) your BYOD will stand for Bring Your Own Distraction.

As the quote states below, technology can help education where it's already doing well!

Therefore it is key that when you bring in devices and start using an online learning platform you need to ensure it works to reinforce best practice. At Hobsonville Point Secondary School we have three principles that we believe underpins powerful learning: innovate through personalising learning, engage through powerful partnerships and inspire through deep challenge and inquiry. So when we looked at developing a best practice guide for e-learning our fabulous E-learning Specialist Classroom leader Danielle Myburgh used these principles to organise and construct a guide that outlined expectations for our teachers.

One of the key ways we support learning at HPSS is through the development of a Learning Design Model that underpins a shared learning taxonomy that all staff use to formulate learning objectives for each and every module and lesson.

To ensure these learning objectives are visible I ensure I publish them at the beginning of each lesson, along with clear instructions as to what we are doing, so if any students are away or need to review their learning, they can do so with ease.

The quotes below are taken from our end of module feedback form where students were asked to comment on my use of Google Classroom.

As well as ensuring learning is visible I am also keen to ensure that learning is as inclusive as possible. To this end I try to use a fairly simplistic approach to try and ensure that the principles of Universal Design for Learning is also underpinning how I use my online platforms (and how the students get to use their devices).

This means that I try to use a range of modes for students learning about any one topic or developing any skill.

I also let students, where appropriate, use a range of modes for evidencing their learning. For example, rather than demanding an essay, I would always let them present their learning as a podcast, video, infographic or essay/blogpost. Of course if I am assessing writing, I get them to write! But if I ain't, why the hell would I limit their chances of presenting in the way they do best. Note - it does pay to spend a little time teaching/letting them learn how present effectively through each mode. Don't worry, YouTube more than makes up for any teacher inexperience!

The quotes below are taken from our end of module feedback form where students were asked to comment on my use of UDL through Google Classroom.

Finally, BYOD has to be about developing Learner Agency! You can read more about that here. I believe BYOD and online learning platforms really come into their own when they are used to support learner agency and carefully curated choice! And as well as giving them choice, look at your direct teaching to learning ratio. See if you can do only 10-15 minutes direct instruction (if it's needed at all) and then let THEM learn! Just make sure you don't then sit back and do your sudoku/emails/Pinterest (okay that last one is a reminder for me ;). Use this time to sit amongst your students and question, challenge as support as needed. If you are take advantage of this time to do some quick admin, do it at the back of the class. Learners with screens need your support and your vigilance!

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Amplifying best practice with BYOD and Google Classroom (or any online platform)

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Video - Google Classrooms, Learner Agency & Universal Design for Learning In this day and age it blows me away that there are still high schools debating whether to introduce Bring Your Own Device (BYOD), and then it frustrates me further than when they do go BYOD and they choose to make it optional or drip feed it in level by level.

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When you're moving to digital platforms and students having devices, what do you do first?

Not Materials Online

Your first move is NOT to just post all your documents online. Nor is it to make a bunch of videos of you teaching.

Paradigm Shift

Using digital materials should be more than going paperless. It is a mind shift of attitude and approach. "What does this allow me to do that I could not do before?" "Why is this BETTER?" Just because something is digital, does not make it better. The same task will yield the same results. Asking students to read a book on a tablet does not improve the learning.

So, do NOT just try to digitize everything you have.

Moving to digital is a great excuse to rethink how we approach teaching and learning in a modern context. We teach the future, we want to be forward thinking.

Substitution

The SAMR model helps us to look at how we are using our materials. SAMR is NOT a ladder, you do not start with substitution and move your way up to redefining the task. SAMR is also NOT a measure of difficulty. Some substitution level tasks are harder than a modification or redefinition task.

If you are "getting there" or "easing into" transitioning to digital, don't give up what you're already doing. Keep your textbook and paper. Learn something new that makes learning better, that is better for kids in conjunction with what you're already doing. Don't waste your new learning on learning how to do old things in a new way. Learn something new. Every day we ask kids to learn something new, it is energizing to learn something new alongside them.

6 Steps to Transition to Digital

1. Communicate

How can we use digital tools to better communicate what we are doing? Get in the habit of posting the tasks students will be doing during the day. This opens up transparency with parents and students. Parents can have specific things to refer to when talking to their child after school. "Tell me about the book you read in class today" as opposed to "What did you do today?" Students who are absent can more easily get caught up, or even to not miss a beat before coming back to class.

A website, Google Classroom, a digital newsletter, a digital Padlet board, a class Twitter account, class Facebook page, directions on a Google Doc or Google Slides, text messages using Remind are some suggestions for communicating digitally, directions on a Google Doc or Google Slides.

Not repeating myself makes me less grumpy. If tasks along with directions are posted digitally, students can access directions and get to work without waiting. Directions can be referenced multiple times to ensure they are being followed.

2. Ask

Before you jump into teaching with digital materials, ask some questions.

"Does this make learning better?" If not, why are we trying to do it digitally? Perhaps the old fashioned way of doing it is better for teacher and student.

"Will students be engaged in the task?" No matter the medium, we must design for student engagement. Digital tools do not create engagement, we can not rely on the glow of a computer screen to excite kids. Completing worksheets online is not engaging. How does the technology change the assignment to better engage students in their learning?

3. Interact

Teaching is too hard to do in isolation. Especially as we transition to digital tools, you can not know how to use all of the possible technology options. Before trying to come up with your own ideas, look for what others are doing. "Steal" someone else's activity. I highly recommend you create a PLN of teachers you regularly interact with who will share their lesson activities. Try one of them. As you are transitioning to digital materials, do not feel the pressure to jump in the deep end. Try one new activity, see how it goes. Make some adjustments, try the activity again. Talk to other educators on how it went, get feedback.

4. Iterate

Give yourself permission to try something new and realize it possibly will not come out like you expected. Creativity is something you practice not something you're born with. Try coming up with one idea for a digital activity or resource you can try that you haven't done before.

5. Collaborate

When designing digital activities consider "how will my students collaborate?" Before you make all of your lessons and activities digital, start by doing an activity that is collaborative. Look at different tools that allow for collaboration and hearing from students. Google Docs, Sheets, and Slides are designed for collaboration. Padlet, 81Dash, Kahoot, bubbl.us, TodaysMeet, PearDeck are other options.

6. Feedback

If you are looking to improve learning, one thing that research says improves learning is high-quality feedback. The more immediate the better. Telling students specifically what they did right and specifically what they can improve on. Insert comments onto a student's Google Doc while they are working on it. Leave specific feedback comments in Google Classroom. Share a Google Keep note with a student about their work. Screen record feedback of a student's work. Use tools that auto-grade. Websites such as Quia, Goformative, Zaption and others will give students immediate feedback after each question.

Go Further

These are some suggestions to get you started. Check out Matt Miller and Catlin Tucker and Kasey Bell and other educators who are sharing how they use technology in the classroom. Move towards having your activities and lessons online, but do not feel you need to be paperless tomorrow. First, develop a mindset around what digital can do for you. Actively find ideas you can try, one at a time.

This EdSurge article highlights that only using digital tools for remediation and drill practice has a negative impact on student achievement and engagement. The article lists some specific tips for using technology in a more effective way.

Ditch that Homework

If you would like to join the VIP club for Ditch that Homework visit: ditchthathomework.com

Copyright secured by Digiprove © 2016

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6 Steps to Transition to Digital - Teacher Tech

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Transitioning to Digital When you're moving to digital platforms and students having devices, what do you do first? Not Materials Online Your first move is NOT to just post all your documents online. Nor is it to make a bunch of videos of you teaching.

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We encourage all students to bring a digital device to Wellington High School. The use of digital technology can transform learning in school and beyond. Read more about how we use digital technology for learning at WHS.

What do we recommend?

Year 9 and 10: Chromebooks work best with our Google tools in school. Chromebooks work in a Google Apps environment. You do not install software on to them.

All types of Chromebook will be suitable for school.

Senior students may prefer a device with software that supports their courses (e.g. Design).

All year levels: Laptops, Notebooks, and MacBooks support all software that may be required in school.

A note on tablets: We find that tablets (e.g. iPads, Android Tablets) do not always offer the functionality that students need, even with a remote keyboard.

Example devices and advice: Here is list of devices, with minimum specifications, and a set of notes to help you buy a device (Updated August 2017).
How do I buy a device?

Option 1: We have an arrangement with Cyclone Computers.

Cyclone offers competitive pricing through a secure portal:

The website has a 'shopping cart' model, a range of payment options, and will ship the machine to your door. Students will not need to buy other software for the machine. Shipping should take between 3 - 5 days depending on availability.

Consider buying a case: We strongly recommend that you buy a strong, hard case for the device. Broken screens are the biggest problem we see with devices. Cases can be bought on the Cyclone website (and in stores).

Option 2: Purchase elsewhere or use an existing computer

You may choose to buy a device from elsewhere, or bring a device from home. Please make sure it has the minimum specifications.

Please contact your student's Dean if you need to discuss the best way to provide a device for your student.

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BYOD Recommendations for 2018 | Wellington High School

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We encourage all students to bring a digital device to Wellington High School. The use of digital technology can transform learning in school and beyond. Read more about how we use digital technology for learning at WHS. Year 9 and 10: Chromebooks work best with our Google tools in school.

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e-LEARNING AT PAKURANGA COLLEGE

Preparing for a digital world

Pakuranga College has established itself as a national leader in eLearning. For us, eLearning is about equipping our students with modern learning tools in conjunction with modern learning practices.

Our school recognises that our students increasingly live in a digital world. We believe that, alongside the traditional competencies and knowledge that students must learn, we must prepare students for effective digital participation in this world.

Within their classes, students increasingly use computers and other digital devices for a range of learning activities such as:

doing research on the internet

filming videos

taking notes

working collaboratively online

reading online (ebooks, e-textbooks)

downloading worksheets/ workbooks

interviewing people outside the classroom via Skype

To prepare students and teachers for this, the College has developed an 'elearning strategy'. One essential component of this has been the digital classes that first started in 2010.

The programme has become very popular and very successful and in 2014 all Year 9 students were asked to bring their own digital device for learning to school with them every day.

We have a Bring Your Own Device (BYOD) policy that asks all students in Years 9 to 12 to use their devices in class to enhance and personalise their learning.

BYOD has transformed our classrooms by creating new opportunities for learning that were never possible before. All students have access to our ultrafast broadband and a robust, monitored and secure Wi-Fi network to support and enhance their learning. They able to access their learning online, anytime, anywhere and can collaborate, create and share information seamlessly with communities all over the world.

For more information about our BYOD policy and what it means to you and your child click here.

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e-LEARNING AT PAKURANGA COLLEGE Preparing for a digital world Pakuranga College has established itself as a national leader in eLearning. For us, eLearning is about equipping our students with modern learning tools in conjunction with modern learning practices. Our school recognises that our students increasingly live in a digital world.

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Netsafe

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Let's face it. The Internet has gone "video." People just like it. Within the next couple of years, video will account for 69 percent of all consumer Internet traffic.

It's definitely easier to grab great videos off the Internet to put on your website or blog than to make them. But is it legal?

We looked into the rules about using videos from YouTube, Vimeo, Vine, and Instagram. Here's what we found.

In general, it's fine to post video that you create yourself on your website. Once you create a video, it is automatically copyrighted and you have full rights to it, unless stated otherwise by a sharing service.

If the video includes images of people under 18, you'll probably need a release form from a parent or guardian. See our blog post, Can You Use Your Own Photos on Your Website? Maybe Not.

If you want to use a video created by someone else, you may well need to get permission from the creator to post it or use it in any way. There are important exceptions, though.

The Rules for YouTube

Google's video sharing service, YouTube, is the big dog in online videos. It has almost half a billion videos.

Currently the site has a billion users, who view 4 billion videos per day on average. The average length of the most viewed YouTube videos is 4 minutes and 20 seconds.

Lots of YouTube videos are ones you can use on your website or blog. In 2011, YouTube started letting people post their videos with Creative Commons licenses. YouTube currently has just two primary copyright types:

Conventional copyright, in which the creator has full rights. The standard YouTube license is restrictive. You must get permission from the creator to post it or use it in any way.

Creative Commons CC BY copyright provides a standard way for content creators to grant someone else permission to use their work with attribution (giving them due credit). These videos are available for posting on your website or blog, even if it's a commercial one. CC BY is the most permissive CC license.

The easiest way to find Creative Commons licensed YouTube videos is through the Creative Commons Search Tool. Licensing information on YouTube videos can be very hard to find, so I am assuming that videos you find from the Creative Commons Search Tool are in fact OK to repost.

Click on the "Share" icon and then the "Embed" icon to get the embed code for putting the video on your website or blog. The YouTube embed code will automatically include an attribution link back to the source that will show up beneath the video.

The Rules for Vimeo

Vimeo is another major video-sharing website. It attracts more than 100 million unique visitors per month and hosts more than a million videos. It was originally founded as a place for film artists to share and promote their work, so it encourages quality commenting.

Vimeo has a section for Creative Commons-copyrighted videos. It has videos in all six Creative Commons licenses types. Here's how to find Vimeo videos you can post:

Sign up for a free basic membership Vimeo account.

Go to the Vimeo Creative Commons section.

Click on the browse button beneath one of the six license headings (such as Attribution, Attribution Share Alike, and so on).

Click on the magnifying glass icon in the upper right of the screen to search that entire section.

Find a download button beneath the video.

The Creative Commons licensing requires that you provide a link back to the original Vimeo video if you want to repost it. Vimeo also says in its legal stuff FAQ: "It's always a good idea to contact the video maker if you want to use a video."

The Rules for Instagram

Instagram is a popular photo and short video-sharing service that is owned by Facebook. Users take pictures and videos with their smartphones and post them on Instagram's website via the Instagram free app. The service currently has more than 300 million users.

If Instagram videos are public, you can repost them on your website or blog as long as you use Instagram's embed codes.

Creators fully own the content they post on Instagram. However, the Instagram Privacy Policy says: "Other Users may search for, see, use, or share any of your User Content that you make publicly available through the Service."

The Rules for Vine

Vine is another popular short video tool that is mainly geared to smartphones and other mobile devices. It is a Twitter company that has about 100 million users each month. The free Vine app allows users to record and edit six-second videos directly on their phones and post them on Vine.

Of the four video services I'm reviewing, Vine is the least clear on the rules for posting someone's Vines on your website or blog. Vine creators retain full rights to any content they submit, post, or display on Vine. However, Vine is a social-media video-sharing platform, and it states in its privacy statement that publicly posted content is going to be shared in various ways.

TechSoup's interactive events and video producer, Ale Bezdikian, advises against using other people's Vine content without explicit permission from the creator.

Resources
Video 1: Amazing Places on our Planet / CC BY-NC-SA Video 2: Harvard Medical School / CC BY-NC-ND

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Let's face it. The Internet has gone "video." People just like it. Within the next couple of years, video will account for 69 percent of all consumer Internet traffic. It's definitely easier to grab great videos off the Internet to put on your website or blog than to make them.

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Copyright for Teachers - A Webinar With Beth Holland and Richard Byrne

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In this webinar Beth Holland and Richard Byrne share advice about copyright issues in the classroom. Slides from the webinar can be seen at https://docs.google.com/presentation/d/1Ue3EmolD9F9Px9-2dIpYJo6U6Tqk6x0slcs56gBTmpQ/edit?usp=sharing

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Learning how to use G Suite Scavenger Hunt

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Learning how to use G Suite Scavenger Hunt

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Set up for Social Studies

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G Suite Scavenger Hunt in Social Studies

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Note to Teachers: WATCH VIDEO on the right hand side first! This is designed to be a resource guide for students. Create an assignment in Google Classroom with a topic of “Google Classroom”so a student can go to it as needed. The Art of learning Chromebook to use a @nadinegilkison www.fttechtips.com

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A shared Google Slides with tips from other educators

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Digital Classroom Management Tips and Tricks

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Gather information on how other schools have managed to increase device access for their students so that you can make informed decisions.

e-Learning leader, Kate Friedwald describes the step-by-step process she went through from researching BYOD to setting up a classroom learning programme using BYOD. She talks about how she involved parents and what she did over the first weeks to ensure students were confident at using the technologies to support their learning.

Connect with other schools

Connect with other schools, especially those in your local community, to see what they have done and hear about their successes and challenges.

More information "

Investigate technology options - pros and cons of different devices

Identify your needs, then identify what specifications you require from the technologies to support learning.

Deputy principal, Dominic Killalea discusses why Wellington High School encouraged students to bring the device they use at home to school. They have a minimum set of specifications for purchasing a device, which are updated annually.

To become familiar with the latest devices develop a list of options and identify the pro's and con's of each one:

talk to a wide range of people including staff from other schools and experts

trial different equipment with staff and students. A small outlay at this stage may save you in the long run

ask experts in the field to show you what devices can do.

More information "

Investigate funding options and costs

Successful 1:1 device programmes require sustained investment that goes beyond the devices alone. A thorough financial analysis of each option is essential and should take into account up-front and ongoing costs (both to the school and/or the parents).

The main ownership options are:

school owned

leased by parents but managed by the school or a trust

owned by student/family/whānau, for example Bring Your Own Device (BYOD)

mixed - school owns some devices and students own some; for example, your school may buy high end devices for a design suite in a BYOD school.

Enabling 1:1 access for all students

Many schools overcome equity issues by either providing a number of devices at school for students to use for the day, or by setting up a lease-to-own arrangement for students (at around $3 to $4 per week). For example, because most families within the Manaiakalani Cluster (a community of collaborating schools) do not have the resources to provide devices for their children, they pay $3.50 per week over three years to own their child's device.

If you are planning a model where parents are expected to fund devices, consider the approach you will take for those that cannot afford to purchase devices. Many schools have long term payment schemes and hardship funding.

Lease versus purchase

Decide whether you prefer to lease or buy devices outright.

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1:1 devices / Learning with 1:1 digital devices / Technologies / enabling e-Learning - enabling eLearning

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Gather information on how other schools have managed to increase device access for their students so that you can make informed decisions. e-Learning leader, Kate Friedwald describes the step-by-step process she went through from researching BYOD to setting up a classroom learning programme using BYOD.

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This is reblogged from my post at Daily Genius.

When adopting technology in the classroom, one of the key concerns for educators is classroom management. Often, they believe that with devices come three options:

1. Ban devices outright (Good luck!)

2. Lock them down

3. Open your classroom up to the Wild Wild West!

However, I have found that many traditional methods of classroom management readily translate to a technologically rich curriculum - with some modification.

RESTRUCTURE THE CLASSROOM

Most of us teach in "traditionally" structured classrooms - the teacher is in front and the students sit in rows looking at the teacher. However, this is a poor setup when students are using devices. With screens faced away, it's easy for students to give into temptation and get off task. After all, the teacher can't see what they are doing.

Moving away from a teacher-centered learning space and building on a student-centered learning environment is an important shift that often involves switching up your physical classroom setup. Having students work in pods or other creative, flexible learning spaces helps you to keep a more effective eye on the class. Don Orth shows how to Hack Your Classroom in this video about the Hillbrook School's iLab.

At Eanes ISD in Texas, Carl Hooker addresses the power of a flexible learning environment in his post " The Obituary of the Student Desk." After deploying devices, he quickly realized that the physical learning space needed to adapt to the new technologies.

A more student-centered learning space then lends itself to a more student-centric teaching style. Instead of lecturing at the front of the room, move around the classroom while students collaborate and create. If you notice that students quickly close a window or switch an app, then you can have a quick conversation with that child. Matt Scully from Providence Day School also suggests that you keep an eye out for "iPad eyes;" that look students get when they are off track or zone out and need to be brought back into the lesson/activity. These behaviors and corrections are similar to what teachers have done throughout time when students are passing notes, whispering, or doing other work during class.

DEVICE CUES

Cell phones are a popular tool in the classroom today. At the same time, they are used for 21st century note passing and can become a concern for academic dishonesty. In my classes, if we are using cell phones for quick reference look ups or a buzzer activity (using Socrative or Kahoot!), my policy is that cell phones stay in front of the student, face down on the desk, unless they are actively being used. Students are then less likely to give into that Pavlovian response to the text message buzz when the device is in front of them. Also, having to reach for it ensures that you, the teacher, notice their actions and confirm that they are on task.

Sometimes, it's not appropriate to use a device at all! During quizzes and tests, I collect cell phones and put them in a basket. I don't want good judgment to give way to temptation. Additionally, we sometimes put tech away because it has become a distraction or even an deterrent to the learning activity. I believe that class culture is the most important aspect of the school community. If technology is interfering with our community, it goes away. Since I know my classes and their unique dynamic, I can adapt based on the circumstances.

How you approach technology use in your classroom should not be "one-size fits all." You know your classes, their personalities, and your culture. Shift your policies on a case-by-case basis; choose a solution that works for your individual class and activity

CHANGE YOUR VIEW OF DEVICES

If you want to effectively employ laptops, tablets, and smartphones, you must shift your view of the device. We often see these tools as extensions of long established technology: they are word processors and communication tools. However, today's devices are far more robust and significant! View them as portable creation, consumption, collaboration, reference, and organizational tools.

Too often, we see these tools only as consumption devices - nothing more than glorified eReaders or Internet research tools. However, they can also be used as powerful creation devices that allow students to demonstrate their understanding in a variety of different ways. Instead of having students do traditional tasks (that are limited in their ability to collaborate and share) such as type out a response or make PowerPoints to give in-class presentations, a student can capture video and images on their phone, edit them using an app like iMovie or MovieMaker, and share it to the world via YouTube.

I love to use phones in my class as a buzzer system for bell ringers or review games. Using PollEverywhere, I can create moderated back channels or use flexible questions to check for understanding. Kahoot! is another popular platform because students compete against one another for points, and if they exit the app (to check a text message for example), they are locked out.

By shifting your learning space, adjusting your observation methods, and tweaking your lessons, you will not only limit distractions created by devices, but also build a more robust, 21st century classroom. The great thing about the internet is that it can help you with building these type of lessons. For more ideas, check out the resources on Edutopia and EdTechTeacher.
Looking to learn more integrating technology into your classrooms? Join EdTechTeacher this February 9-11 for their 2nd annual iPad Summit in San Diego. They will also offer Summer Workshops in cities across the US beginning in June.

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Three Tips for Managing a Classroom with Devices

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This is reblogged from my post at Daily Genius. When adopting technology in the classroom, one of the key concerns for educators is classroom management. Often, they believe that with devices come three options: Ban devices outright (Good luck!) Lock them down Open your classroom up to the Wild Wild West!

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Managing WorkFlow with Google Sites and Google Classroom

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Managing WorkFlow with Google Sites and Google Classroom

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Many teachers battle with the decision of whether to use Google Sites or Google Classroom. In my opinion, it is not a question of either or, it is a question of how we can use them both to manage workflow efficiently and in a way that will transform the learning for our students. Besides, ask yourself this question: Would Google create two products that do the same thing?

So how can Google Classroom and Google Sites coexist? I believe that the answer is best summarised as Google Sites being used for course-specific resources and Google Classroom being used for class-specific resources.
Google Sites
Google Sites give teachers the opportunity to have all of their resources readily available so students can use them to learn. This creates the opportunity to transform learning by allowing learning to be accessible anytime and any place. Moreover, Google Sites also allows teachers to easily differentiate learning opportunities by having the site structured in a way that students can access learning at multiple levels, therefore allowing students to work at a level and pace that is suitable to their learning needs.

For example, the Algebra Site below never mentions any age level. It is structured in a way that students can access the learning objectives that they need to based on curriculum levels. Each learning objective in the drop-down tabs will link to its own page where there are links to video instructions, text-based instructions, interactive learning activities that offer real-time feedback and often a game based on that skill. With this structure, students have the opportunity to view, listen or read the instructions on how to do a certain skill. They can then practice the skill before playing an engaging game to reinforce the skill.

Importantly, if teachers can create multi-level sites such as the example above, it lends itself to teachers collaborating on the same site. As the levels will be relevant to many year groups, then all of the year groups should use the same website. This means teachers can work smarter by allocating various learning levels to certain groups of teachers to create.

The key to the Google Sites is that they are course specific. This means that they can be used again for the following school year (with a little bit of tinkering as we should always be looking to improve). Therefore, whilst it does take some time and effort to create a multi-level Google Site, it should become an amazing resource that can be used over and over by multiple teachers and students for years to come.
Google Classroom
Google Classroom is an amazing tool that all teachers using the Google Suite for Education should use. Google Classroom has been set-up to be class specific and teachers should have a Google Classroom for each class. So how does this tie in with the Google Site? When creating announcements or assignments in Google Classroom, I would often be linking to pages on my Google Site. Therefore students can click on a link that goes straight to the various activities that they need to learn and practice a certain skill. Over and above linking to the Google Site, Google Classroom should be used for activities that are specific to that class at the point in time. For example, collecting data using a Google Form. This is class specific and would not be much use having on a Google Site as we would not want students in future years filling out the same Google Form (rather we would make a copy of the Google Form to use it for a new class). Online classroom discussions are another example of something that would be class specific and therefore sent out via Google Classroom. Sending out an assignment or a template to work on will be specific to the class and Google Classroom does that extremely well (especially with the 'make a copy for each student' option).

In summary, when creating your Google Site and using your Google Classroom, ask yourself whether that work is specific to that class or is it something that can be used time and again in future years. If it is specific to the class, then that activity should go straight into Google Classroom. If it is something that can be used time and again, then put that on you Google Site and link to it in your Google Classroom when you need to. If teachers can manage the workflow for students using both Google Sites and Google classroom as outlined above, we really have the opportunity to not only become more efficient through working collaboratively, we also have the opportunity to transform learning for our students by allowing them to work anywhere, anytime and at any pace.

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Managing Workflow with Google Sites and Google Classroom

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Many teachers battle with the decision of whether to use Google Sites or Google Classroom. In my opinion, it is not a question of either or, it is a question of how we can use them both to manage workflow efficiently and in a way that will transform the learning for our students.

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Time off-task. Distractions. These are problems educators new to using technology might face in their classrooms. But used correctly, technology can easily move from a weapon of mass distraction, to a tool of engagement.

Experienced and talented teachers shared their tried and true strategies and the software selections that work in their classrooms. I categorized them and wrote them up into a list. Innovative educator #NYCSchoolsTech Eileen Lennon took that list and turned it into this infographic

Innovative educators know that technology is the key to empowering digital learners. These tips and tricks help them do so effectively. What's your take? Which of these ideas have you tried? Anything new that you'll consider introducing to your classroom?
PNG Version:

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New Infographic: The 12 C's To Managing the Modern Classroom

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Time off-task. Distractions. These are problems educators new to using technology might face in their classrooms. But used correctly, technology can easily move from a weapon of mass distraction, to a tool of engagement. Experienced and talented teachers shared their tried and true strategies and the software selections that work in their classrooms. I categorized them and wrote them up into a list.

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This links into our Year 10 History Google Classroom.

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How to Package Your Digital Assignments | Shake Up Learning

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How to Package Your Digital Assignments | Shake Up Learning

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Save Time and Your Sanity by Packaging Your Online Assignments!

Don't miss out on one of the BEST things about blended learning and managing assignments online! Save yourself valuable instructional time and that oh so elusive teacher sanity by packaging your assignments so that students have EVERYTHING they need in one place.

When you create an assignment online using your preferred tool, be that Google Classroom, Canvas, Edmodo, Blackboard, Google Docs, Google Sites, Hyperdocs, whatever...give learners ALL of the information online and in ONE place.

Give them detailed directions, the rubric, the due date, detail collaborative expectations, where and how to turn it in, what to do if they finish early, EVERYTHING you can think of that they might need or ask! This will save you so much time answering questions. It is also very handy for absent work and demanding parents.

This is also documentation, a record of what is planned for your classroom. You can fine-tune it and revise as you see fit throughout the assignment.

TEN THINGS to include in your Digital Assignment Package:

Note: Every assignment will not require all ten of these, but this is a starting point that can help you think through the process.

1. Give Each Assignment a Dedicated Number

This is an excellent tip for Google Classroom users that I learned from Alice Keeler. However, I think this advice can be useful no matter what platform you use. Numbers make it easier to search, find, and reference assignments. (Did you know the keyboard shortcut control/command + F will help you find words or numbers on a page?) I prefer three digits with the hashtag = #001. This makes it easy to find and organize in Google Drive, Google Classroom, or whatever platform you prefer.

2. Include DETAILED Directions

Be as specific as possible! Leave nothing to chance or assume, "They'll figure it out!" Set your students up for success and let them know exactly what you expect out of this assignment. If there are several steps, be sure to label, "STEP 1, STEP 2, etc." For long-term assignments, consider creating assignment packages for each checkpoint so students know exactly what part is to be completed. What's great with a digital assignment is that you can add more details to this as new questions arise!

3. Include Student-Friendly Learning Goals

Be sure you connect the assignment back to student-friendly learning goals so students understand the "why." Helping students make the connection between their assignment and their learning is very critical.

4. Explain How the Assignment Will Be Assessed

There should never be any surprises for students. Be sure they understand exactly what you expect and how it will be assessed. If you have a rubric, all the better! Attach or link to the rubric to make the expectations crystal clear! If no rubric, be sure to explain in the directions how they will be assessed.

5. Explain How Much Class Time Will Be Allotted

Will students be given class time to complete the assignment? If so, how long? Are they expected to complete the assignment outside of class? Again, be a specific as possible so there are no surprises like, "I thought we were working on it in class today." (My students tried that one A LOT!)

6. Include the Due Date (and Time)

This used to be one of my least favorite questions! I had to answer this question over and over again. If the due date is in the assignment package, you should never have to answer that question again. Be sure to not only include the date but the time. Due at the beginning of class or at the end of class should be explicit in your assignment package. If you are using Google Classroom, it will automagically add the due date to the student's calendar. (BONUS: Guardian emails in Google Classroom will also allow parents to see due dates! Learn more about guardian emails here.)

7. Collaboration Guidelines

Collaboration doesn't magically happen just by saying you can work with a partner or a group. If students are collaborating with partners, groups, or outside of their class, be very specific about the guidelines and expectations. Who is responsible for turning in the work? Name a group leader and other roles as necessary. Also, explaining how they will be assessed individually will also be very important in collaborative activities.

8. Turn In Process

Depending on what digital tools and learning management system you use, this will vary. I try to be as explicit as possible, like don't forget to click the "Mark as Done," button in Google Classroom, or email the assignment to..., or move it into the folder on the device, etc. Don't leave anything up to question! Use screenshots and links to how-to documents when necessary. This is especially important with a new system or at the beginning of the year when students are learning your processes.

9. What to Work on Next (Enrichment, Next Assignment, etc.)

We all know that students work at different paces. Some complete assignments faster than others. You may already have an excellent way to manage and differentiate for this. I like to preemptively answer these inevitable questions online in the assignment package. There seems to always be a student that asks, "Can we play games when we finish?" I usually have some go-to enrichment activities ready or a flexible learning path that will lead to the next assignment. This is also a great time for students to work on Genius Hour projects.

10. Don't Forget to Include ALL Attachments and Links

Remember, the point of assignment packaging is getting everything in ONE place. Your teacher life will be so much easier if you provide all the attachments and/or links necessary for the assignment, like templates, rubrics, research websites, digital tools, etc.

This may seem like a lot of extra work, but just like everything, it will soon become a habit, and you can re-use your wording with minor adjustments in other assignments. But in the long run, I think you will see how much time this can save you! Time saved from answering the same questions over and over again and time saved explaining assignments to those who were absent.

>>> Put a Bow on It! There's Your Assignment Package!

TIP: Save the text of your assignment packages in Google Keep or a Google Doc! This can serve as a template that you can copy and paste, and save you time in the future.

Google Classroom Assignment Package Example:

Below is a screenshot of an assignment that has been packaged in Google Classroom.

Google Classroom is just one way to package your assignments. You could easily include all of this information and attachments on other platforms like Canvas, Schoology, etc. You could also package your assignment in a Google Doc, Google Slide, or other online file and simply link to the "attachments." It doesn't have to be rocket science.
What would you add to this list? Please leave a comment below.
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About the Shake Up Learning Book

Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, to connect and grow, and to create dynamic learning experiences for our students!

In this three-part book, you will explore WHY it's time to Shake Up Learning, WHAT changes we can make in our classrooms to support dynamic learning experiences, and HOW to plan meaningful lessons for your classroom.

Shake Up Learning is a powerful guide and planning tool to help educators at all grade levels make the most of technology. Educator and blogger Kasey Bell guides you through the process of using technology and proven techniques to make learning dynamic.

You'll discover . . .

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An online community

Discussion Questions, Chapter Actions, and Embedded Resources for all 20 Chapters!

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A lesson plan database (submit and search for dynamic lesson plans)

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© Shake Up Learning 2019. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

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How to Package Your Digital Assignments | Shake Up Learning

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Don't miss out on one of the BEST things about blended learning and managing assignments online! Save yourself valuable instructional time and that oh so elusive teacher sanity by packaging your assignments so that students have EVERYTHING they need in one place.

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10 Multimedia Things you can do on a Chromebook - EdTechTeam

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10 Multimedia Things you can do on a Chromebook - EdTechTeam

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Chromebooks have become (and continue to be) an important computing platform in many schools across the world. With speed, simplicity, and reliability as their stated goal, many schools have adopted Chromebooks as the primary computer they offer students. A low price is often touted as the reason for their success, but I think low price is simply a benefit, not a feature. While it's nice that Chromebooks are relatively cheap, to see them as simply "cheap computers" is to entirely miss the point. Chromebooks are succeeding for many other reasons that go far beyond price.

One of the myths about Chromebooks is that they are not very good for working with rich media such as audio, video, and graphics. While GSuite gives us marvelous tools for the core functions of word processing, spreadsheets, and presentations with Docs, Sheets, and Slides, there is clearly much more that we'd like students to be able to do with these machines.

Obviously, because of the way Chromebooks are designed to work, a stable Internet connection is pretty important for using any of these applications, and it's fair to say that if a school has poor connectivity then that would need to be addressed first before any large scale Chromebook adoption can successfully happen. However, it's probably also fair to say that even conventional Mac or Windows computers are far less useful without being connected to the internet, so regardless of which computing platform you choose, having a good solid internet connection is an important place to start!

Creating multimedia is important to students. Every student I've ever taught with has loved working with text, graphics, audio and video. Combining media in ways that help them tell their stories, explain ideas, demonstrate understanding and explore their world is an important literacy and creative outlet. We want students to be able to do more than just write, crunch numbers and present ideas (although these are all still very important skills to develop). But media literacy and being able to confidently share stories through digital media is just as important, so as more and more schools move to Chromebooks we need to ensure that we can still meet these needs.

It's worth pointing out that if you (and your students) plan to work in the professional graphic design or media production fields one day, there's no question that the "real world" uses high-end applications from Adobe, Apple, Avid and others. Right now, you're out of luck there, because tools like the Adobe suite are not available on a Chromebook as you can't install conventional software on a Chromebook. (However, you can bet that some very smart people over at Adobe are working on ways to address this, and we are already seeing some browser-based versions of these creative tools with things like Spark)

In the meantime, here are 10 amazing web-based tools that can provide you with a surprising amount of rich media functionality in "just the browser".

Pixlr Editor - The closest thing to Adobe Photoshop on the web, Pixlr Editor supports layers, brushes, masking, cloning, adjustments such as curves, levels, saturation, and vibrancy, as well as a collection of filters and transforms. There is even a free Chrome extension that will remove the ads on the page. If you have used Photoshop, then Pixlr is pretty easy to understand.

There are no doubt many other browser-based media production tools that work on Chromebooks, but these are just a few that I've found that works well for me. I'm continually amazed at what can be done in Chrome. Some people think that because Chromebooks are "just a browser" they are fairly limited when it comes to producing sophisticated creative multimedia, but those people are wrong. And as Chromebooks become increasingly more powerful, the future of rich multimedia production on Chromebooks is only going to get even better!

Chris Betcher
EdTechTeam
Director of Professional Learning
Australia and New Zealand

PS: I haven't even touched on what's possible with Android apps on a Chromebook, but for those newer Chromebooks that can access the Play Store, it opens up a whole other world of powerful touch-enabled, media production apps. More on that in a future post!

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10 Multimedia Things you can do on a Chromebook - EdTechTeam

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Chromebooks have become (and continue to be) an important computing platform in many schools across the world. With speed, simplicity, and reliability as their stated goal, many schools have adopted Chromebooks as the primary computer they offer students. A low price is often touted as the reason for their success, but I think low price ...

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Vision

Teaching and learning with 1:1 devices involves every student having access to a digital device that can enhance and transform their learning.

Moving towards 1:1 devices requires a commitment from the whole school community, including families and whānau. A vital part of the process is ensuring that staff, students, and whānau have a shared understanding about the benefits of 1:1 devices.

Why implement 1:1 devices?

The primary goal of implementing 1:1 devices is improved learner outcomes. The benefits of 1:1 devices include:

the ability for students to learn, create, share, and collaborate anywhere and at any time

enhanced opportunities for group and project-based learning within real-world contexts

being able to offer a wider range of personalised learning experiences that:

recognise diverse identities, languages, and cultures

meet the diverse needs of learners

flexibility when it comes to sharing student work, allowing students to get feedback and input from their peers and whānau as well as from their teachers

access to resources beyond the school walls, including experts and other people in the community.

These factors lead to increased student engagement, motivation, independence, task completion, and efficiency.

Principal Melissa Bell describes St Hilda's school vision and how it is supported and enabled by technology. Enabling students to learn anywhere at anytime and to work collaboratively both locally and globally improves learner outcomes. Involving parents in students' learning has also been an important factor.

Developing an e-learning strategy

The use of 1:1 devices needs to align with your school's vision and strategic goals, and it's important to have an e-learning strategy in place before you start planning your 1:1 devices strategy.

An e-learning strategy needs to be in place before you start planning your 1:1 devices strategy.

If your school doesn't already have an e-learning strategy, use the Strategic Thinking Roadmap along with the e-Learning Planning Framework to review and plan for ways that digital devices are:

Once your e-learning strategy is understood and supported by the school community, you're ready to start planning for 1:1 devices.

A school-wide vision

1:1 programmes only succeed if teachers are willing and able to change their practice. To do this, teachers need to understand the why of 1:1 devices as well as how to use them effectively.

In this video, educational consultant, Julia Atkin discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision, that reflects the competencies students need to develop, and the importance of identifying the learning needs of staff to ensure the vision can be realised. Although the focus of the video is on e-learning in a more general sense, the content is entirely applicable to the process of implementing 1:1 devices.

Questions to consider

The following questions support teachers to explore ways that 1:1 devices can develop confident, capable, lifelong learners:

How can 1:1 devices be used to personalise and differentiate learning?

What essential skills do we want students to develop and how can 1:1 devices support this?

What could I do in my classes with 1:1 devices that I couldn't do without them?

How can 1:1 devices support students to learn in relevant, real-world 21st century contexts?

What are some potential barriers to successful 1:1 device implementation and what can we do about these?

What changes will I need to make to my teaching practice and what support do I need to make these changes?

Wairakei School principal Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using 1:1 devices to personalise learning.

The principal of Mahurangi Christian School talks about the shift from a teacher-centred approach to a student-centred approach supported by 1:1 iPads.

Involving parents and the wider community

Before introducing 1:1 devices, parents and caregivers need multiple opportunities to contribute, raise questions, and build their understanding of how 1:1 devices will be used at school and at home.

Holy Cross School is very multicultural community. Kathy Moy-Low explains how the staff have consulted with, and engaged, the parent community in e-learning. One of their initiatives is after school parent technology sessions, which are run once a month. In this video clip, parents explain how their own confidence with technology has grown and their engagement with their children's learning has increased.

Discussions to have with parents and whānau

Initial engagements with parents and whānau may include discussions about:

how parents/caregivers feel about the overall direction of using 1:1 devices

what the financial and practical implications might be for families and whānau

support parents can provide

what concerns need to be addressed to make things work well.

When initial consultation is completed and analysed, plan how you will:

use the resources already available in your community

address community concerns.

Parents from Wairakei School describe the benefits of their children being in a BYOD class including increased motivation, improvements to learning, and greater independence. Parents value being able to better support their children and see their progress more readily.

Frequently asked questions (FAQs)

Providing answers to frequently asked questions (FAQs) can ease the transition to 1:1 devices. These can be distributed to the school community and made available on the school website. Common questions are around:

Examples of school FAQs

Michael Williams, principal of Pakuranga College, shares the importance of being able to articulate why you are using digital devices, and how they improve teaching and learning. He also explains the usefulness of a staged approach to 1:1 devices, learning from pilot groups while working towards school-wide implementation.

Planning: People and policies

Introducing 1:1 devices requires extensive planning, communication, and ongoing evaluation. It's important to involve students, teachers, and the wider school community throughout the process, responding to people's needs at each stage.

Some schools implementing 1:1 devices choose to work together to support each other and share resources.

Policies and systems: creating a safe school environment

Using 1:1 devices opens up worlds of possibilities in terms of new learning experiences, but it also presents challenges in terms of cyber-safety and digital citizenship. Policies and acceptable use agreements, along with conversations about cyber-safety, help students to develop the strategies and awareness they need to keep themselves and others safe in online spaces.

The planning stage of creating a safe online learning environment involves:

Sean Lyons, Development Manager from NetSafe, discusses the concept of digital citizenship and how it fits into the National Curriculum. He explains that the focus of cyber-safety has expanded beyond policies and procedures to include discussion, action, and teachable moments in the classroom. Students need to build skills and knowledge to effectively manage cyber challenges themselves to become confident and successful digital citizens.

Acceptable use policies

An acceptable use policy (AUP) is a set of rules and agreements that guide and govern how devices and the internet are used at school, with a focus on digital citizenship, cyber-safety, and privacy. AUPs support students to be aware of their rights, responsibilities, and privileges. This is particularly important when students have internet access that isn't managed or filtered by the school, for example, 3G/4G cellular internet connections and free local wifi networks. Co-constructing AUPs with students and the wider school community is a great way to bring everyone on board with how to participate in online spaces safely.

AUPs need to include processes for addressing inappropriate use of devices or the internet. The Ministry of Education's digital technology guide for schools explains teachers' legal rights when dealing with digital devices. It also provides general guidance about the best ways to manage digital devices and create a safe school environment.

NetSafe Kit for Schools

The NetSafe Kit for Schools is a comprehensive set of tools and resources that help schools and educators create and manage a safe online environment. All of the resources in the kit are free for schools.

VLN Community discussions

Supporting teachers with digital change

Professional learning and development

Teacher expertise, confidence, and enthusiasm all play an important role in the successful use of 1:1 devices. With rapid technological changes and an ever-developing range of resources and applications, teachers need many and varied opportunities to develop their e-learning capabilities.

e-Learning coordinator, Allistair Williamson, explains the processes a school used to support the successful use of BYOD in the classroom, including professional development of staff.

Teachers can receive professional development through:

self-paced online learning

demonstrations at staff meetings

off-site workshops

in-class shadowing/mentoring

blogs

question and answer sessions

peer support.

The e-Learning Planning Framework (eLPF) helps teachers to reflect on, and evaluate, their e-learning capabilities. The eLPF supports regular self-review and subsequent improvement of e-learning skills and knowledge in ways that reflect our bicultural heritage within a multicultural context.

The framework provides schools and teachers with:

a self-review tool for schools to gather evidence about practice

a "road map" for building e-learning capability

a tool to evaluate the effectiveness of e-learning programmes

resources and services to support schools as they build their e-learning capabilities.

Teacher inquiry

Teaching as inquiry is an approach to teaching that involves teachers critically analysing and adapting their teaching practices in order to improve learner outcomes.

Communities of inquiry provide a framework for teachers to:

It can be helpful for each group to include a technology mentor. Students can also be part of communities of inquiry.

Deputy principal, Vicki Trainor, explains why teacher inquiry was a useful framework for teachers deepening their understanding of, and confidence with, e-learning tools. Through the inquiry process teachers moved from an initial focus on student engagement to a more critical evaluation of student outcomes.

More information on teacher inquiry "

Professional learning communities

The Virtual Learning Network (VLN) is an online professional learning community for New Zealand teachers and school leaders to discuss and share their practice. The Enabling e-Learning community has several sub-groups that support teachers to use digital devices to enhance learning. Useful groups include:

Evaluating the effectiveness of 1:1 devices

Like any teaching and learning programme, the success of 1:1 device programmes need to be regularly evaluated.

Key questions include:

What baseline measures will you gather before implementing 1:1 devices?

What data or qualitative information will you collect during the implementation phase and after?

What are your success indicators?

How will you share the information you gather with the wider school community, including families and whānau?

The Substitution Augmentation Modification Redefinition (SAMR) model

The Substitution Augmentation Modification Redefinition (SAMR) model is a framework that teachers can use to assess and evaluate how they are using 1:1 devices and specific software applications in their classrooms.

Developed by Dr. Ruben Puentedura, the model shows a progression that adopters of educational technology often follow as they progress through different stages of teaching and learning with technology.

As teachers move along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

Ben Britton, lead teacher ICT at Wellington High School, discusses how teachers use the SAMR model to evaluate and plan for effective use of technologies in the classroom. He explains the process of trial and error that they went through and how they experimented with the SAMR model to find what worked best for them.

Teacher inquiry - SAMR provides more information and examples of ways that teachers are using the SAMR-model.

Trial BYOD

BYOD trial at Wairakei School

Wairakei School trialed BYOD with a Year 5/6 class in 2014. The trial was focused on developing a Universal Design for Learning (UDL) approach supported by digital technologies. By creating an inclusive classroom environment with personalised learning to cater for all students, including those with special learning needs and ensuring the learning programme was successful for them, the needs of all students were met.

Prior to beginning the trial e-learning leader, Kate Friedwald and principal, Shane Buckner:

Wairakei School principal, Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using one-to-one devices to personalise learning.

Wairakei School's process for setting up and carrying out the trial is described in this series of videos,

Evidence gathered at the conclusion of the trial showed, all the students felt that:

their enthusiasm and their desire to learn had improved

they were more in charge of their own learning

they'd become more independent

their writing has improved and they enjoyed it more

they are getting a lot more use from their iPads and were saving time not having to save to the server or get the same iPad the next day

their iPad was a learning tool.

Resources

Planning and resourcing for using technologies
This enabling e-learning webpage provides discussion starters, practical steps, and school stories that can be used in conjunction with the e-Learning Planning Framework to help you evaluate existing school systems and plan for successful implementation of 1:1 devices.

BYOD Preparedness Checklist

Use this checklist to reflect on your school's readiness for implementing Bring Your Own Device (BYOD) or 1:1 devices owned by either learners or school.

Planning for and managing 1:1 digital devices in your school

This guide offers schools starting points and a brief roadmap to support planning for, and managing, a 1:1 digital programme.

e-Learning planning framework

This section contains the e-Learning Planning Framework (eLPF) along with supporting information and resources.

Preparing your school for BYOD

This webinar explores how to approach Bring Your Own Device (BYOD). Topics covered include: device choices, community involvement, and device management. The webinar also includes a short panel discussion with representatives from the Ministry and N4L and presentations from Churton Park School (Wellington) and Mount Aspiring College (Wanaka).

EDtalks BYOD

A series of videos from teachers and educators explaining different aspects of introducing BYOD into schools.

Devices and software

This section provides advice on how to choose which device(s) students will use, approaches to ensuring every student has access to a device, and software and licensing considerations. Information on funding has been woven throughout each section. Note that funding of 1:1 devices needs to include ongoing costs such as insurance and repair as well as the cost of the devices themselves.

Choosing which device(s)

Choosing which device(s) students will be using involves having a clear idea about how they will be used by teachers and students, including how this differs across year groups and subject areas.

As you investigate devices and device management, consider:

the minimum device requirements needed for effective classroom learning

the devices and platforms contributing schools are using

which applications students and teachers will be using

ways to manage software licensing and updates

ways to store and charge devices

the ICT support required for students and teachers

security, anti-virus, and privacy measures

insurance and extended warranty/indemnity cover and who will pay for this.

Deputy principal, Dominic Killalea, discusses why Wellington High School encouraged students to bring the device they use at home to school. The school has a minimum set of specifications for purchasing a device, which are updated annually.

Identify the pros and cons of different devices by:

Staff at St Hilda's Collegiate explain the process they went through to select the 1:1 device they are currently using. This involved:

identifying their needs

visiting other schools

trialling different equipment with staff and students

looking at costs and servicing.

Devices provided by the school

Some schools choose to lease or purchase devices that can be used by all learners and teachers. Ideally, students will be able to take their allocated device home to promote learning beyond the classroom.

Advantages

Advantages of school-provided devices include:

equitable access to a device for every student

greater ability to configure, supervise, and maintain devices

uniformity of systems and software, providing a standard experience for users and less complexity for teachers and IT support staff

access to bulk buying discounts, for example, using all of Government procurement

guaranteed device insurance and indemnity (repair) coverage, with the potential for better terms compared with individual policies

the ability to lease or buy devices and plan for technology updates to suit the school's Asset Management Plan.

Disadvantages

Some disadvantages are:

Funding school-owned devices

Initial capital investment may be able to be funded from savings, charitable grants, community fundraising, parent contributions, partnerships, or top-up grants under your school property plan.

All-of-Government procurement

Schools can save time, effort, and money by making use of all-of-government procurement processes. The government uses the power of collective purchasing to secure good deals.

Schools can purchase desktops, laptops, and tablets from a choice of six suppliers that offer Windows, Android, and Apple-based solutions. Nominated Third Party Agents can purchase and service equipment on your behalf.

Schools can also purchase mobile, voice and data services, and print devices, with estimated savings of 15-40%.

Collective purchasing

Working with other schools to collectively purchase goods and services can save you time, money, and duplication of effort. Purchasing as a group can increase your bargaining power and standardise the quality of goods and services. You can also share the procurement workload.

For guidance, examples, and templates see collective purchasing .

Bundled Services Tool

The Bundled Services Tool helps schools and early learning providers to form a group to work together across administration and operational tasks. The money saved by sharing resources can help to cover the costs of hardware or other IT-related expenses.

Lease versus purchase

This VLN discussion explores the benefits of schools leasing or buying computers.

Devices provided by the student (BYOD)

Some schools ask students to bring their own digital device (BYOD). The two options are:

parents/students purchase a device specified from a school list or to meet school specifications

students bring a device of their choice.

Some schools partner with parents to purchase specified devices using a payment plan.

What if a family or whānau can't afford a suitable digital device?

Not all families can afford to buy a digital device for their child. The Education Act 1989 gives all students in Aotearoa New Zealand the right to a free education. This means that students can't be denied access to learning opportunities because they do not have the recommended equipment. (This 2018 Ministry of Education bulletin provides more information).

Equity issues can be addressed by schools providing a number of devices for students to use for the day, or by setting up a lease-to-own arrangement for students. For example, families within the Manaiakalani Schools (a community of collaborating schools) can choose to pay $3.50 per week over three years to purchase the device their child is using. See Partners and supporters for information on the organisations partnering with this cluster.

Advantages

Some advantages of student-provided devices are:

Disadvantages

Some disadvantages are:

Devices provided through a community partnership

Some school communities are working in partnerships that use a separate legal entity, such as a trust, to fund or lease digital devices and online learning resources. The partnership may source funding and bulk-buying discounts to provide families with more affordable devices and support. Parents can contribute an ongoing sum to pay for the device and/or internet connection at home.

Debt financing

Under the Crown Entities Act and Education Act, school boards can only enter into certain types of securities. The two main types of securities are:

1. debt securities

2. equity securities.

In general terms, a debt security is a right to be paid money that has been lent to someone else. Schools can only acquire debt securities through other approved New Zealand financial institutions and public securities. This means that schools cannot lend money to the school community or establish a school-run device hire purchase scheme.

Advantages

Some advantages of community partnership funding are:

Disadvantages

Some disadvantages are:

Software and licensing

Schools use a range of learning management systems, student management systems, e-portfolios, school portals, blogging, and social media tools. These tools:

Browser and cloud-based applications provide universal access and more equitable user experience. Many vendors, including Apple, Google, and Microsoft, provide free cloud-based applications and storage for education. Software for student devices and student device access to school servers is available under the Ministry of Education's agreement with Microsoft.

More information on software for schools "

Mobile device management software

Mobile device management (MDM) software can be used to help manage iBook and app deployment, software licensing and updating, device settings and network access. You may find that as the number of student devices accessing your school network grows beyond 20-50, the time and complexity of managing the devices warrants an MDM solution. While some MDM providers offer their software to schools at no cost, many charge a "per user" license fee.

Choosing applications

The applications schools choose for devices need to be based on the teaching and learning experiences that take place in the classroom. Volume purchasing programmes can provide substantial discounts for buying in bulk. Consider the features of "free" applications versus paid applications, including any data you have to provide when using free apps.

More information on volume purchasing "

Funding considerations

Investments

Successful 1:1 device programmes require sustained investment that goes beyond the devices alone. Funding may be needed for:

the physical learning environment

IT infrastructure and support

insurance

device replacement and repairs

software licensing

digital resource and curriculum development

professional development.

There can also be a considerable investment of time.

Operational costs

Ongoing operational costs could be spread across the budget, in areas such as:

ICT

curriculum development

textbook/learning resources

facilities maintenance.

Resources

Technical support and infrastructure

The IT infrastructure that supports the use of digital devices at school is just as important as the devices students will be using.

Your school's internal network and internet connection will impact on:

the cost of using 1:1 devices

the ease of use of devices, including their speed, reliability, and security

the ease of administering of 1:1 digital device programmes.

1:1 digital device programmes need a wireless network that provides adequate coverage, speed, and capacity for high concentrations of devices in small areas that are accessing digital resources simultaneously.

IT infrastructure considerations

Aspects of IT infrastructure that need to be considered include:

scalability (current and future number of users, bandwidth requirements)

power requirements (device charging policy and facilities, power consumption, alternative energy sources)

internet providers (the N4L managed network provides all schools with fast, predictable access to the internet through a Government funded connection)

server infrastructure and capacity (on-premise servers/hybrid/cloud-based storage and network management)

security (network security controls, filtering and firewalls , identity and access management, data protection and recovery, device storage, building security). Note that N4L provides firewalls and filters free of charge as part of itsManaged Network connection

access to school resources (printers, photocopiers, presentation equipment, shared drives, subscription-based catalogues, school portal/SMS, email)

network and mobile device management software (application/i-book licensing, software deployment and management, device controls, network administration, and reporting).

Dominic Killalea, deputy principal at Wellington High School, outlines key considerations when setting up the infrastructure needed to support reliable access and connectivity.

Systems manager, Alistair Montgomery describes ways students at St Hilda's Collegiate School are supported to manage the limited battery life of some devices.

Government investments in infrastructure

Cloud computing

The cloud refers to a service, infrastructure, or application that is hosted on a third-party virtual machine or data centre that can be accessed via the internet. By storing data in the cloud or using cloud-based applications, you can decrease hardware and software demands because you no longer need large servers to store data. Using cloud based applications such as Google Apps and storing data in the cloud means students and teachers have anywhere, anytime access to content via the internet.

More information on cloud computing "

Device storage

Finding safe and secure ways to store digital devices can be challenging, especially when space is already an issue.

Groups of teachers share how they manage device storage in these VLN discussions.

Schools as digital hubs

Schools with ultra-fast broadband can share their internet with the local community, making a digital hub.

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Resources

Step-by-step guides

1-1 Implementation
Edutopia provides information and resources on: ways to prepare, best practices, curriculum, and management in one-device-per-student learning environments.

EDtalks - BYOD
Video clips featuring educational experts sharing different aspects of BYOD from the EDtalks website.

BYOD guide
This guide, created 2012 for the Ministry of Education in Alberta, examines the use of BYOD models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use personally owned devices in the classroom and school environments. Strategies, tips and techniques are included to address the considerations and manage the risks. This document is sourced from the Alberta Education website.

Ten safe bets for school IT
Good strategic planning that sees IT decisions as a core part of supporting students achieve the desired learning outcomes, will always produce the best results. This CORE Education blog post identifies 10 key technical issues for schools to consider when planning to develop their school network.

Thinking about BYOD
A blog post from Derek Wenmoth providing a framework for devices and their purpose. He discusses specified and non-specified devices related to the purpose of the devices in learning.

The BYOD debate - pros and cons
Schools should adopt policies allowing students to bring in and use their own computing devices. The pros and cons of this statement are recorded on the Education Technology for School Leaders site.

Research

(2016) Innovating education and educating for innovation: The power of digital technologies and skills
This OECD report covers the available evidence on innovation in education, the impact of digital technologies on teaching and learning, and the role of digital skills and the education industries in the process of innovation, using data from OECD surveys.

(2016) 1-to-1 Laptop Initiatives Boost Student Scores, Study Finds
An Education week article summarising a meta-analysis of 1-to-1 computing programs conducted by Michigan State University researchers. A key finding was, 1-to-1 laptop programs had a statistically significant positive impact on student test scores in English/language arts, writing, math, and science.

(2015) Students, computers and learning: Making the connection
This OECD report discusses differences in access to, and use of, ICTs related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. All students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the connected, digitised 21st century societies.

(2012) Bridging digital divides in the learning process: Challenges and implications of integrating ICTs
This paper investigates an initiative by a New Zealand School to integrate one-to-one ICTs into the learning process, called "bring your own device" (BYOD).

(2012) An investigation into how growing accessibility and interactivity in ICT is being managed in schools both in New Zealand and overseas
A sabbatical report by Dominic Killalea, Deputy Principal, Wellington High School; accessed from the Educational Leaders website.

(2011) ICT for teaching and ICT for learning: They are not the same
Developments in technology, and particularly the rise in smart phones and tablet-based technologies such as the iPad, have magnified the difference between ICT for teaching and ICT for learning. Schools need to fully understand the difference between the two and how this will impact both their ICT infrastructure, and also how they may wish to provision the school with devices. From Computers in New Zealand schools Vol 23, No2, 2011

(2010) 1-1 in Education: Current practice, international comparative research evidence and policy implications
This OECD Education working paper by Oscar Valiente summarises evidence about 1:1 initiatives in education, drawing on official websites, program evaluations, and academic meta-reviews. Information is provided about the policy expectations, program designs, and challenges for an effective implementation of 1:1 initiatives in education.

(2010) One‐to‐one computing programs only as effective as their teachers
This eSchool News article by Meris Stansbury reviews a compilation of four new studies of one-to-one computing projects in K-12 schools. Several factors are identified as key to the projects' success, including adequate planning, stakeholder buy-in, and strong school or district leadership. The researchers say the most important factor of all is the teaching practices of instructors, suggesting school laptop programs are only as effective as the teachers who apply them.

(2009) School leadership and student outcomes: Identifying what works and why best evidence synthesis
The big finding of the BES is that when school leaders promote and/or participate in effective teacher professional learning, this has twice the impact on student outcomes across a school than any other leadership activity. New Zealand principals spend less time on those activities that make the most difference than many of their international peers. Author(s): Viviane Robinson, Margie Hohepa, Claire Lloyd (The University of Auckland).

Browse all BES cases
A complete list of all 32 cases from across the Best Evidence Synthesis (BES) publications on Education Counts. The BES bring together research evidence about what works for diverse (all) learners in education.

For more research go to the Research and readings section of Enabling e-Learning.

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Teaching and learning with 1:1 devices involves every student having access to a digital device that can enhance and transform their learning. Moving towards 1:1 devices requires a commitment from the whole school community, including families and whānau. A vital part of the process is ensuring that staff, students, and whānau have a shared understanding about the benefits of 1:1 devices.