Accessing Learning: BYOD in Language Class

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Introduction

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Accessing Learning: BYOD in Language Class

Jane CurtisRoosevelt University,

Chicago, ILjcurtis@roosevelt.edu

Susanne McLaughlinRoosevelt University,

Chicago, ILsmclaugh@roosevelt.edu

Agenda

I. Introduction

II. Background

III. Definition and Rationale

IV. Challenges

V. Successes

VI. Final Thoughts

VII.Questions

Background

From a Ban on Digital Devices

• Distraction• Disruption• Academic Integrity• Reliance on the Device, Not English

To . . .

Information Sharing

?

Information Sharing

Information Sharing

Information Sharing

Information Sharing

Student StudentTeacherStudentStudent

Definition

Narrow (Hockly, 2012)• Institutional policy• Reliance on students’ own technology• Support and infrastructure Broad (McLaughlin & Curtis, 2014)• Use of students’ and teacher’s own technology• Enhance learning and instruction• Ad hoc activities > course design

Rationale

A New Type of Learner (Rainie, 2011)

• More self-reliant• Better able to capture new information• Better able to incorporate feedback• More likely to collaborate

Rationale

Digital Learners’ Behavior (Rainie, 2011)

• Engagement in the classroom• Collaboration with classmates• Effective communication with instructor• Problem-solving with new skills

Challenges

• Multiple Devices• Accesso Bandwidtho Missing Devices and/or Accessories

• Timeo Technology Issueso Lesson Planningo Class Time

Challenges

• Classroom Managemento Curriculum and Student Needso Routine

• School Administrationo Moneyo Techs vs. Classroom Teacherso The “Workflow” Issue

Successes

• Course Management

• Enhanced Content

• Flexibility

• The “Cool” Factor

SuccessesIntermediate PSA Video Project

• Students watch sample PSAs

• Students find and email a PSA to the instructor

• Students watch group PSAs and select a favorite

• Students watch PSAs from previous term

• Students brainstorm ideas for their own PSA

• Students plan and prepare their PSA

• Students upload their PSA to Blackboard

SuccessesAdvanced Grammar iPad “Experiment”

• Students agree to go as paperless as possible

• Paper handouts converted to write-on PDFs

• Polling for comprehension checks and full-group

discussion

• Blackboard “tests” for comprehension checks,

plus small group and individual discussion

Final Thoughts

• Be flexible — there will be glitches• It takes time — you’ll be surprised• Make it a routine — in class and in prep• Make your tech support listen — don’t take no

for an answer• Let students lead occasionally — it’s part of

the engagement• Just remember — It’s totally worth it

Questions