1 / 30

Accessing Learning: BYOD in Language Class

Accessing Learning: BYOD in Language Class. byod4esl.wordpress.com. 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

lilika
Download Presentation

Accessing Learning: BYOD in Language Class

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Accessing Learning: BYOD in Language Class byod4esl.wordpress.com

  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 • Introduction • Background • Definition and Rationale • 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. 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

  12. 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

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

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

  15. Challenges • Classroom Management • Curriculum and Student Needs • Routine • School Administration • Money • Techs vs. Classroom Teachers • The “Workflow” Issue

  16. Successes • Course Management • Enhanced Content • Flexibility • The “Cool” Factor

  17. Successes Intermediate 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

  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

More Related