Below are documented examples\/anecdotes of BYOD use to engage students and deepen learning.\u00a0 After reading through the brief description of how BYOD was implemented we want you to reflect\/discuss on the Scenario\/Questions at the bottom of the page.<\/p>\n
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A culminating activity for a literacy unit in English Language Arts 9. The assignment is to create a movie trailer that illustrates the students\u2019 understanding of the major themes of sameness, memory and choice in The Giver by Lois Lowry. See assignment at: http:\/\/languagearts9.pbworks.com\/f\/Giver+Movie+trailer.pdf<\/a>. Students are assessed on the quality of each step of the production, including storyboarding, planning, editing, communicating, storytelling, illustrating of themes and working in a group. Students used Aviary-Myna, an online audio editor to create original music; video and still cameras; the iPhone; and video capable iPod Touches to capture images in the creation of their movie trailer. When completed, they embed their digital content \u2013 i.e., movie trailer \u2013 in their class blog using Blogger.<\/em><\/p>\n <\/p>\n Using iPODs to Support an Understanding of Japan in Grade 8 Social Studies. Students are asked to analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon how the shogun used the feudal system and the hierarchical social classes to maintain control of Japan. Each student has his own iPod Touch synced through a teacher controlled iTunes account. These mobile devices are used to research and represent student understanding in the following ways:<\/em> <\/p>\n \u00a0In a Social Studies 30-1 class, the topic of historical thinking in the context of the study of the Cold War is approached, in part, through students\u2019 production of a historical scene investigation. Using the website Historical Scene Investigation from the College of William and Mary<\/a>, students create a website (using www.weebly.com<\/a>) to investigate some of the following questions:<\/em> Scenario<\/strong><\/p>\n After many months of research, discussion and debate, you school\/organization has decided to implement a BYOD policy.\u00a0 Students can bring in devices if they choose to do so, and if not, there are computers that they can still access (they might have to be shared).\u00a0 The school\/organization has also installed filtered internet access from within the building that all students have access to.<\/p>\n \u00a0 <\/strong><\/p>\n Discussion<\/strong>\u00a0(please write your answer in the “Leave a Reply” box found below):<\/p>\n 1) What are some of the apps\/sites you feel are necessary (regardless of subject area) for students to have installed in order to effectively use a BYOD approach in your classroom?<\/p>\n 2) What are some of the more subject specific apps\/sits that students should have access to in order to facilitate learning within a given subject area?<\/p>\n 3) Based on your response from #2, what would a specific activity\/lesson that incorporates BYOD look like (provide a brief description)<\/p>\n <\/p>\n <\/p>\n References:<\/strong><\/p>\n Alberta Government. (2012). Bring your own device:\u00a0 A guide for schools.\u00a0 Retrieved from http:\/\/education.alberta.ca\/media\/6749210\/byod%20guide%20revised%202012-09-05.pdf<\/p>\n","protected":false},"excerpt":{"rendered":" Below are documented examples\/anecdotes of BYOD use to engage students and deepen learning.\u00a0 After reading through the brief description of how BYOD was implemented we want you to reflect\/discuss on the Scenario\/Questions at the bottom of the page. Source: … Continue reading \n
\n1. Students use their textbooks, learning commons and the devices to research Japanese feudal society.<\/em>
\n2. Students draw\/create their own images of the levels of Japanese feudal society through a drawing application called Doodlebuddy. Once created, these images are saved to the iPod\u2019s camera roll.<\/em>
\n3. Students use the Sketchnation app to create their own digital games representing the levels of Japanese feudal society. They use their research on Japan and Doodlebuddy images to do so.<\/em>
\n4. Assessment is based on a prescribed rubric. Students help develop this rubric. Students assess one another’s game through game play and demonstration. A document camera is used to project device content on the electronic whiteboard so all can celebrate their learning.<\/em><\/p>\n\n
\n\u2022 How did the use of propaganda in pop culture perpetuate hostility during the Cold War?<\/em>
\n\u2022 What conditions led to the existence of the Hotline between Washington and Moscow?<\/em>
\n\u2022 Was there a clear victor in the global domination for nuclear arms?<\/em>
\nStudents provide background evidence, physical evidence and witness statements to back up their investigations. They provide primary and secondary sources and come to a conclusion that supports or refutes their investigative questions. The use of personally owned devices is essential in building the websites. The students not only find their primary and secondary evidence on-line through various archival sites but also build the site on-line as well. The ability to access the material at school or at home and have a seamless transition in the transfer of their information is key.<\/em><\/p>\n
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