Readying your school for BYOT

Readying Your School

for BYOT

Mal Lee

mallee@mac.com

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Readiness• Readiness for full digital normalisation and associated

educational enhancement

• Critical factor

• Inability to transplant concept into lower order culture

• Relative novelty of concept

• Alien to prevailing perception of constancy & sameness

• Daily increasing school variability

• Each school’s unique ecology

• All schools at different stages on evolutionary continuum

Paper&based* Early*digital* Digital*Early*

networked* Networked*Digital*

normalisation*

Evolutionary stages• Stage indicators –

http://www.schoolevolutionarystages.net

• International measure

• Need to evolve through the stages?

• Time taken/required

• Effect of going digital

• Shift to on-going change and evolution

• Degree of natural growth and its shaping

• Lessons flowing from Digital Normalisation Stage

Your school’s position?

• Questions?

• Comments?

Ever-evolving ecologies

• Each unique, requiring its own in school development strategy

• Up to the each school and leadership to shape

• Shaping educational vision

• Positioning your school for normalised on-going development and evolution

• Primarily a human/cultural transformation

• Ever more integrated, complex and sophisticated ecology

• BYOT and school community’s educational readiness to encourage student choice, trust and responsibility

• Technology the easy part

Identifying desired benefits• Intended and unintended

• Educational • 100% student usage and digital normalisation

• Resource wise• Added technology resourcing

• Networked resourcing

• Social capital

• Recurrent savings

• ‘Accounting’ for the added resources

• Organisational productivity

• Communications

• Political

Theory and pragmatics

• Theory = Networked Stage

• Reality – could Early Networked

• School and context specific solution

Cognitive readiness

• Age 10 and onwards

• Decision is yours

SES and resources• No apparent correlation SES and digital

normalisation in UK, US, NZ and Australian case studies

• If anything…

• Ample resources provided by government/within school’s community

• Dependent on principal’s priorities

• ‘Financial’ empowerment of school community

Equity

• Talking equity not equality

• Educational imperative

• Trend line downwards

• Facility to and wisdom of each school

supporting those in need

Equity evolutionary thread• RP/B - Equity of digital access invariably poorly understood, not

researched and used as excuse for inaction

• ED –

• D – Students in need of digital support researched, identified and school explores in house solutions to address equity concerns

• EN- Concern for equity with school ensuring all children have requisite personal technology and ready home ‘Net access

• N – School and its community operationalize the 24/7/365 provision of digital technology to the diminishing number of students in need

• DN –School community normalises the provision of current personal digital technology to all students in need

Teacher normalisation

• In everyday teaching

• 100% appropriate usage

• Apt pedagogy

• Student acumen

• An on-going challenge

Teacher, student, parent empowerment

• Understand and respect sustained

contribution, expertise and desire for a voice

• Understanding of the macro that allows all to

contribute

Home-school collaboration• The token

• Genuine

• Staff preparedness to distribute control of teaching process

• To think and provide networked, 24/7/365 education

• Central to BYOT and sustained digital normalisation

Principal

• Critical

• Chief conductor

• Of ever more complex ecology

• Digital acumen

• All - empowering

• Or – All stultifying

Infrastructure

• Campus wide network

• Classroom infrastructure

• Digital communications suite

• Readying for ever increasing traffic

Trust, respect and choice• Staff – teaching and professional support

• Parents/grandparents

• Children

• Wider community

• Distributing/ceding control of the teaching and learning process

• Respect, understand and instil teacher awareness of legal and ethical implications of personal ownership

• Increasing need to collaborate with and trust children

Trust, respect and choice

• Are your key staff ready to allow the children

to chose their own kit?

• Are they ready to trust the children to use in

class the apps/facilities the children prefer?

Attraction, incentives, purpose

• Bottom line – you’re wanting to normalise all

students using their own kit naturally in all

classes and school operations

• Greatest incentive – normal part of all

teaching

• The challenge of ‘digital technology absent’

classrooms

Student responsibilities• Choice

• Acquisition

• Choice of software/applications

• Operational understanding of own kit – hardware and software

• Care

• Maintenance

• Updates

Into the practicalities• Draw on Chapters 6, 7 and 8 of Bring Your Own Technology

• Shape solution appropriate for your context – as of today

• Part of overall school enhancement

• Never as a stand alone initiative run by ‘ICT committee’

• Magnitude of challenge and task ahead

• Apportioning operational responsibility

• Page 80 checklist

• Planning with constant, often uncertain and rapid change and evolution

• Indicative timeline

Conclusion

• Greatest challenge – your staff and culture

• The technology is vital but….

• Nexus with shaping educational vision

• Ideally all your teachers should be ready

• But be willing to dive into the deep end

mallee@mac.com

http://www.malleehome.com

Skype - malcolmrlee

+61 2 44 717947

In Closing

PowerPoint presentation will be available from

http://www.slideshare.net/kbonanno/

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