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Accessing Learning: BYOD in Language Class

Accessing Learning: BYOD in Language Class. Introduction. byod4esl.wordpress.com. Accessing Learning: BYOD in Language Class. Jane Curtis Roosevelt University, Chicago, IL jcurtis@roosevelt.edu. Susanne McLaughlin Roosevelt University, Chicago, IL smclaugh@roosevelt.edu. Agenda.

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Accessing Learning: BYOD in Language Class

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  1. Accessing Learning: BYOD in Language Class

  2. Introduction byod4esl.wordpress.com

  3. Accessing Learning: BYOD in Language Class Jane Curtis Roosevelt University, Chicago, IL jcurtis@roosevelt.edu Susanne McLaughlin Roosevelt University, Chicago, IL smclaugh@roosevelt.edu

  4. Agenda Background Rationale Definition Challenges Successes Final Thoughts Questions

  5. Background • From a Ban on Digital Devices • Distraction • Disruption • Academic Integrity • Reliance on the Device, Not English • To . . .

  6. Information Sharing ?

  7. Information Sharing

  8. Information Sharing

  9. Information Sharing

  10. Information Sharing Student Student Teacher Student Student

  11. 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

  12. Rationale • Digital Learners’ Behavior (Rainie, 2011) • Engagement in the classroom • Collaboration with classmates • Effective communication with instructor • Problem-solving with new skills

  13. 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

  14. Challenges • Multiple Devices • Access • Bandwidth • Missing Devices and/or Accessories • Time • Technology Issues • Lesson Planning • Class Time

  15. Challenges • Classroom Management • Devices • Routine • School Administration • Money • Techs vs. Classroom Teachers • The “Workflow” Issue

  16. Successes • Ad Hoc Activity • One-Day Planned Activity • Recurring Activity • A Planned Unit • A Course “Experiment”

  17. Successes Intermediate 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

  18. Successes Advanced 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

  19. 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

  20. Questions

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