Bring Your Own Device (BYOD) refers to the trend in which students/employees bring their own mobile technologies (usually smartphones) into their place of work or study.  BYOD has become increasingly common in recent years owing to the fact that mobile technologies with access to the Internet are now both more affordable and more ubiquitous than ever.  Given the immense potential for learning opportunities made possible by smartphones and other Internet-connected devices, it is only logical to harness and leverage this technology in order to enrich students’ learning.  Improvements in WiFi access has therefore led many educational institutions to implement a clear roadmap for a BYOD initiative.  In my own workplace, this is exactly what we have done. Along with suggestions put forward by Eric Sheninger (2016) in his book, Uncommon Learning, I want to share some of my own thoughts and experiences about what makes a BYOD initiative successful:

1.  Clear Vision & Plan – As Sheninger points out, a consistent focus on student learning and sound pedagogy should be central to any BYOD initiative.  This means that all stakeholders must be on the same page when it comes to having a shared rationale, goals and expectations surrounding BYOD.  Assemblies, PTA meetings and discussions with the Board of Governors, all provide excellent opportunities to communicate what a BYOD initiative means for the school.  In particular, teachers also need support and guidance through professional development workshops, which help them to make the most of BYOD to develop pedagogically sound lessons.  In my own experience, this sort of professional development should be ongoing even after the BYOD initiative has begun.

2.  Sound Policy – According to Sheninger, a sound policy addresses Wi-Fi login procedures, a focus on learning, acceptable use, and absolving the school of any liability for lost, stolen, or broken devices.  It’s also worthwhile getting students involved with this.  On one of our sites for example, the Digital Senate (made up of senior students) put together  this PowerPoint below to guide their peers on how to install CA certificates onto their devices, which keeps their smartphones safe when browsing the web:

[embeddoc url=”https://technologyforlearners.com/wp-content/uploads/2017/03/CA_cert_senate_Urca.pptx”]

On my site, I enlisted the help of our Digital Leaders to put together this quick video to show all their peers about how to install the school’s CA security certificate:

3.  Infrastructure – The IT service team needs to be up to speed on the BYOD initiative and the school’s network should be ready to withstand all of the mobile technologies connecting to it.  This is pivotal to ensuring the smooth running of the BYOD initiative.

4.  Relevant Applications – I have already referenced several quality applications for Flipped Learning, which can also effectively be utilised as part of a BYOD initiative:

– Poll Everywhere

– Plickers

– Kahoot

– TodaysMeet

– Adobe Spark 

– VideoScribe

– Explain Everything

– Quizlet 

– Google Slides 

(As I’m continually coming across new apps that can enhance student learning, this list above is actually an addition to the previous list I wrote for the top 10 web 2.0 apps for the school curriculum).

Where they can be usefully integrated into lessons, getting students to install augmented reality apps like Aurasma onto their own devices, can also help to create engaging and memorable lessons.

With the emergence of Google Cardboard and accompanying apps like Discovery VR, we’ve been able to go further still, by making perfect use of students’ devices for the creation of virtual reality experiences for students.  If used well, these can really enhance lessons by bringing to life the subject of study.

This video below, made by one of our students on her smartphone, shows a typical example of how the app, Adobe Spark can be used to create an educational video:

This second video is an example of how students are using the app, Explain Everything, which is also a great app for students to have on their smartphones:

5.  Technology Events – Lastly, raising awareness of what we actually have available to us in terms of Internet-connected mobile device technology, how it should be used and how it can be used to facilitate learning, is very important.  In addition to running assemblies and events related to Digital Citizenship and E-Safety, an annual Technology Week is a great way to get both teachers and students involved in maximising the use of their mobile devices to enhance teaching & learning.

Last week our school had its first official Technology Week, which gave teachers and students the opportunity to use new technologies both within their Computing & ICT lessons and across the school curriculum.  As part of this event, I delivered assemblies to highlight the new technologies that we’ve been using, showcase students’ work and award prizes.

This trailer provides a glimpse of what we did during the week.

The following new technologies were used by teachers and students:

1. Dash & Dot – Programmable robots that provide coding challenges for all ages, the video below shows one example of how students have been using this technology.

2. 3D Doodler Pens – These pens rapidly melt and cool plastic, enabling the user to literally draw 3D models.  We used the GooDee 3D Printer Pen model, and our students had great fun building 3D shapes and hipster glasses.

3. Adobe Voice – This iPad app has been used successfully across our school to create digital biographies.  Easy to use, students just record their voiceovers one slide at a time.  During students’ English lessons, they used the app to put together biographies of famous mathematicians and scientists.  The video below shows a couple of examples.  

4. Makey Makeys – Turning anything that conducts electricity into a remote control, these tools have proved to be brilliant for teaching students about electrical circuits.  Students particularly enjoyed creating a remote control out of playdoh to use with Kodu.

5. Picoboards – Circuitboards that contain several sensors (including sound, light and motion), these tools are accessories for Scratch.  Using the picoboards, our students created several programs that respond to the external world.

6. Plickers – A simple teaching tool that collects realtime assessment data of students’ answers to multiple choice questions.  Our maths coordinator used this tool on his smartphone to scan students’ answers to multiple choice questions.  At the end of the quiz, students were able to see their results from the quiz projected on the whiteboard.

7. Osmo Apps – A fantastic accessory for the iPad, these apps help to bridge the digital world with the physical world, providing students with some challenging puzzles.  Tangram was particularly well received by students.

8. Minecraft – Students created virtual worlds, which posed different maths problems.  By creating various digital artefacts in Minecraft like walls, swimming pools and water fountains, the students made signposts with different questions about shapes.

 9. Google Sheets (for collaborative shape investigation) – Making use of the chrome books, students have been able to work in groups of three or four to complete a mini-project with shapes.

10. Augmented Reality – The augmented reality apps have been used a lot by students in all sorts of different ways – for example, to develop vocabulary, learn about space and develop their understanding of shapes.  

11. Purple Mash software (2DIY 3D & 2Design & Make) – Particularly useful for the younger students, these two Purple Mash apps have been brilliant for helping to develop their spatial awareness and understanding of nets & shapes.  

12. 3D Cube Printer – Having designed a 3D badge in Sketchup to mark our Technology Week, we were able to 3D print many of these to award to students for their work with technology. 

I recently attended a series of workshops on Talk for Writing, a strategy for teaching children to write.  Developed by the English educational writer and poet, Pie Corbett, Talk for Writing is based on the principle that before children can write it, they need to be able to say it.  The approach uses a three-stage pedagogy:

1. Imitation – Engaging activities help children internalise the pattern of language required.  Children recite aloud an exemplar text, supported visually by a story map and physical movements to help them recall the text.

2. Innovation – Shared writing is the key activity at this stage, helping children become independent writers by “doing one together first”.  By developing their ability to choose appropriate words and phrases, this stage enables children to then write their own versions.  After working in response partners, the whole class can discuss some of the more successful writing with the aid of a visualiser.

3. Invention –  This stage provides children with an opportunity to alter, develop and polish their writing in light of what they have learnt.  The teacher continues to focus on the next steps necessary to support children’s progress, so that they can become independent speakers and writers of the text being studied.

Technology for learners…

In order to facilitate this pedagogy, the following five iPad apps are perfect tools.  I have put together some quick video demonstrations and tutorials below to explain how they can be used for the teaching & learning of Talk for Writing:

Action Movie FX – A great special effects app for providing “hooks” to engage reluctant writers!

Aurasma -Using augmented reality, Aurasma can bring stories to life (think Harry Potter-type newspapers) and help to develop children’s use of ambitious vocabulary.

VideoScribe – This app is perfect for creating story maps.  By providing an animation in which a hand visually draws out the text, children are more engaged and more likely to remember the text they have just read.

Adobe Voice – Particularly good for non-fiction writing, this app provides an efficient way for children to quickly make engaging presentations.

Puppet Pals – Using this app, children can easily create their own animated stories.

Augmented Reality (AR) is a type of virtual reality that blends the real scene viewed by the user with a virtual scene generated by the computer.  This composite view is designed to enhance the user’s sensory perception of the real world they are seeing or interacting with.

The technology, as most of us know it today, is still in its infancy.  The explosion in the popularity of smartphones and other touch screen devices though, has led to the creation of various augmented reality applications.  When most people first interact with augmented reality, they are amazed at what the technology can do.

As the video below shows, AR technology can completely change our perception of the world around us.

It’s not just in the commercial domain that augmented reality has potential.  By layering data and information on top of the real world, augmented reality presents some exciting possibilities for the classroom as well, as it can help to increase student engagement and understanding of a lesson.

Below I list the best AR apps that I have discovered for use in the classroom:

1. Aurasma allows people to turn everyday objects and images into an interactive opportunity.  Using an iPad for example, you simply take a photo of an object, and then choose one of the many animations or images (or photos/videos that you have taken yourself) to overlay on top of the object.  Whenever you then scan the object using the Aurasma app, the object’s image triggers the augmented reality – whichever animation you have chosen suddenly becomes visible.

There are many ways Aurasma could be used in the classroom.  For example, teachers could create an interactive word wall – for every word on display, a relevant photo or video could be triggered by the Aurasma app, which helps students to remember the words.  Another possibility is to create an interactive newspaper article – just like in the Harry Potter films, the photo in the article could be programmed to turn into a video.  Below, I have put together a video showing a few examples of how a teacher might use Aurasma in the classroom:

I have also created this tutorial video, which shows how to create digital auras (overlays) that are activated by the trigger images you choose:

2. CyberChase Shape Quest – This app is aimed at children ages 6 to 9, helping them to use their geometry and spatial reasoning to develop problem solving skills.  Once the app is installed, you just need a printout of the game board.  The children can then hover the iPad over the game board to trigger the augmented reality gaming experience.  Unlike other games out there, this gets the children moving their whole bodies around the game board in order to interact with the game.

3.  Spacecraft 3D – A great app to accompany any topic on space, Spacecraft 3D enables you to find out about the variety of spacecraft that are used to explore our solar system.  Using printed AR images and the camera on the iPad, you get to see the robotic explorers close up.

4.  The AR Flashcards are great for early years.  Simply print out print out the AR cards (provided as a PDF document on the developer’s homepage), and you’re ready to go.  The developer has the following apps available that are well worth using with younger children:

• AR Flashcards Animal Alphabet – with this app, you get 26 augmented reality animals, one for each letter.  The app also includes dinosaur cards to help you learn the names of some of the different dinosaurs.

• AR Flashcards Space – this app includes 10 augmented reality planets to help you learn the solar system.  By tapping on each planet, you can hear its name, and tapping on the info button provides an interesting fact.

• AR Flashcards Shapes & Colors – this is a basic app to learn the names of the 3D shapes.  As with the other apps in the AR Flashcards series, you can interact with the objects by tapping on the screen.  This app has a colour bar at the top of the screen that will actively change the shape’s colour, helping children to learn the colour names as well.

5. Quiver is a brilliant app for all ages, but can be especially useful for younger children.  Making use of a variety of colouring pages, which are available from the Quiver website for all subject areas, the colouring pages become 3D on your iPad just as you have coloured them!

Concluding thoughts…

Teachers are still pioneering how augmented reality can best be used in the classroom.  One thing is for sure though, that with the right apps, students’ engagement and overall level of understanding can be increased.  By providing a completely different interface in which to interact with the environment around us, there are many many possibilities for how AR technology can be used in the classroom and developed in the future.  The apps discussed here provide a good place to start.