Accessing Learning: BYOD in Language Class

Introduction

byod4esl.wordpress.com

Accessing Learning: BYOD in Language Class

Jane CurtisRoosevelt University,

Chicago, ILjcurtis@roosevelt.edu

Susanne McLaughlinRoosevelt University,

Chicago, ILsmclaugh@roosevelt.edu

Agenda

I. Background

II. Rationale

III. Definition

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

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

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

Challenges

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

• Timeo Technology Issueso Lesson Planningo Class Time

Challenges

• Classroom Managemento Deviceso Routine

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

Successes

• Ad Hoc Activity

• One-Day Planned Activity

• Recurring Activity

• A Planned Unit

• A Course “Experiment”

SuccessesIntermediate PSA Video Project

• Students watch sample PSAs

• Students find and email a PSA

• 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 submit their PSA

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