The students of today’s society live in a media-rich environment. Teachers struggle every day to garner the attention of these digital natives. By utilizing the technology available in the classroom, teachers are able to engage the students with the content of the lesson, enable student to student collaboration on projects, and encourage communication throughout the process. When the students are using mobile devices that they are already familiar with, the opportunity for learning has greater potential. However, it is the perception of the teacher towards the technology that inspires or hinders progress towards the digital mobile classroom.
The lifestyle of today’s students is one of mobility (Al-Okaily, 2013). It is a trend that is making its way into the classroom. The support of school administrators and leaders is crucial to the establishment of the BYOD initiatives as well as the enabling of teachers to use the best pedagogical approaches.
Pre-service teacher programs All teacher education programs are not created equal. When given the opportunity to participate in research to determine what was being offered for teacher education programs in the United States, only 79 of 228 questionnaires were returned in a recent survey (Foulger et al., 2013). The ability of the researchers to generalize the findings is hindered due to lack of responses. It is crucial to the successful training of teachers entering the field that schools of higher education work together in order to determine best practices.
Considerations. Foulger and his colleagues (2013) note that teachers and the pre-service educational programs must continually evaluate how to integrate technology into the classroom due to the rate technology is changing in the field of education, especially at the PK-12 level. Other research suggests that as the next generation of teachers enters the field, they do not necessarily possess the knowledge and skills of integrating technology into the classroom (Thomas & O’Bannon, 2013). When considering the interest and use of personal mobile devices in the classroom, statistics “indicates they are here to stay” (Foulger et al., 2013, p. 27).
Challenges. Due to the fact that the BYOD initiative is so new and can be implemented within one year, administrations at the lower schools are fearful of the risk involved in exploring their options (Foulger et al., 2013; NMC Horizon, 2013). As well, teacher preparation programs are unprepared to overcome the challenges of the “lack of faculty knowledge and expertise” (Foulger et al., 2013, p. 24). However, the very reality of the digital age is here to stay and as educators, an appropriate pedagogical approach must be found (Nuangchalerm, 2012). Nationally, there is still hesitation in using mobile technology in the elementary schools (Foulger et al., 2013). Of the 79 responses in the survey mentioned earlier, indications are that schools are exploring the idea of mobile technology in the classroom in some way (Foulger et al., 2013). Coursework. Coursework for pre-service teachers needs to include the use of mobile devices specifically in the classroom environment. The Horizon Report (2013) describes the training of pre-service teachers in the skills and techniques necessary for today’s digital world as “rare” even though it is deemed “important.” While it is important for pre-service teachers to be familiar with the skills and techniques to use mobile devices in the classroom, they have not been given opportunities to use the devices in the classroom (Hero, Kiger, & Owens, 2013), there is no instructional model (Thomas & O’Bannon, 2013), and there is no clear example of best practices (Herro, Kiger, & Owens, 2013). Hero, Kiger, and Owens (2013) suggest that, for a particular School of Education, the coursework would emphasize “(a) assessing the value of mobiles in instruction, (b) pedagogical approaches, (c) content creation, (d) evaluation of apps, and (e) learner impact” (p. 35). The success of this plan of action could be shared and used in other institutions.
Teachers need to be learners of mobile technology. They need to make the training personal as they would expect from their students in the classroom. Teachers also need to be supported in their efforts to introduce use of mobile technology in their classrooms (Crichton, Pegler, & White, 2012).
Professional Development Researchers Potter & Rockinson-Szapkiw (2012) determined that a teacher’s attitude, perception, and ability determine how and what they learn. Also contributing to the learning curve is the teacher’s perceived value in, personal beliefs of, and prior experiences with mobile technologies (2012). What teachers accept as best practice and a pedagogical approach to learning about the use of mobile technology and BYOD comes from their expectations (Potter & Rockinson-Szapkiw, 2012; Foulger et al., 2013). Pegrum, Oakley, and Faulkner (2013) discovered in their interviews that the strong desire for professional development was “how best to integrate m-learning with the curriculum and pedagogy” (p. 76). With this information, the next step will be to develop a plan to do just that. This can be accomplished through cooperation internally, collaboration professionally and communication globally.
Cooperation. Clearly, the support of school administration is vital to the success of any policy to use mobile devices and the BYOD initiative. The process is not as simple as allowing access to the Internet. Frustration occurs when teachers are unable to integrate the mobile technology due to limitations and restrictions of resources (Al-Okaily, 2013). Unfortunately, the administration is also bound by budgets and limited resources. Teachers who want to integrate mobile technology into the classroom must become creative and even more resourceful to use what they have been given. This adds to the tensions which are heightened when teachers have no extra time to prepare for lessons which involve mobile technology, a technology that is advancing faster than they can imagine (Pegrum, Oakley, & Faulkner, 2013).
Collaboration. Researchers Potter & Rockinson-Szapkiw (2012) recommend collaborative efforts among supportive administration and a mentorship approach to professional development. Younger teachers can learn from the veteran teachers who have more content knowledge and are able to adopt technology in a more pedagogical approach (Crichton et al., 2012). Another approach to professional development is to work with the local college to offer graduate credits as an incentive for courses developed for the purpose of integrating technology (Crichton et al., 2012).
Communication. Delivery format and incentives are believed to be the key components to engagement in professional development. With all-day workshops, and graduate coursework credit being key strategies to ongoing learning for teachers (Crichton et al., 2012; Herro, Kiger, & Owens, 2013). However, research shows that a one-day workshop or several hours per month is not enough training (Potter & Rockinson-Szapkiw, 2013). It also shows that face-to-face mentoring and on-demand support are also successful options for using mobile technology in the classroom. Other approaches to professional development are the use of mentors who collaborate with other teachers, maintaining learning communities, and incentives (Herro, Kiger, & Owens, 2013).
Professional development is only “targeted at operating equipment rather than instructional techniques for integration” (Potter & Rockinson-Szapkiw, 2012, p. 23). Teachers do need to know how to use the technology, but they also need to know the method in which to use it. Teachers need to know the relevance in using the technology, and how it relates to student learning outcomes. They need time to practice and reflect on what they have learned (2012). Potter and Rockinson-Szapkiw (2012) recommend that the best model for professional development should include three aspects of technology: operation, application, and integration to include support from the community and mentors. The challenge with professional development is the fact that it has been slow to gain support for the BYOD initiative. The outcome for professional development should be based on the best possible outcome for student learning.
Student Training With virtual schools becoming more available to students, a shift in teaching and learning needs to occur. This is a switch from the teacher-centered, lecture-style classroom to the student-centered, inquiry based classroom. Research shows that students want to have more control over their learning (NMC Horizon, 2013). The teacher’s goal in the classroom is to help students be lifelong learners and to be engaged in the learning process. Because these digital natives are being raised in a tech-savvy world, they are more updated than what is being taught in the classroom (Al-Okaily, 2013).
Students benefit from the BYOD initiative because it allows them to personalize what they are learning; be more independent with their learning anytime, anywhere; be more involved and engaged in the learning process - thus creating higher levels of learning and productivity; and develop a greater sense of responsibility for the outcomes of their learning (Al-Okaily, 2013).
Potter and Rockinson-Szapkiw (2012) believe that “student achievement is positively influenced when learning is connected to reality” (p. 25). By allowing students to use their own mobile devices, they are setting themselves up for success by learning 21st century skills as “they learn collaboration, problem solving, creativity, production, and social networking, all of which are skills highly required in the future job market” (Al-Okaily, 2013, p.4). Clearly, mobile learning and the BYOD initiative is a trend that brings personalized learning full circle at home and in school.
The students of today’s society live in a media-rich environment. Teachers struggle every day to garner the attention of these digital natives. By utilizing the technology available in the classroom, teachers are able to engage the students with the content of the lesson, enable student to student collaboration on projects, and encourage communication throughout the process. When the students are using mobile devices that they are already familiar with, the opportunity for learning has greater potential. However, it is the perception of the teacher towards the technology that inspires or hinders progress towards the digital mobile classroom.
The lifestyle of today’s students is one of mobility (Al-Okaily, 2013). It is a trend that is making its way into the classroom. The support of school administrators and leaders is crucial to the establishment of the BYOD initiatives as well as the enabling of teachers to use the best pedagogical approaches.
Pre-service teacher programs
All teacher education programs are not created equal. When given the opportunity to participate in research to determine what was being offered for teacher education programs in the United States, only 79 of 228 questionnaires were returned in a recent survey (Foulger et al., 2013). The ability of the researchers to generalize the findings is hindered due to lack of responses. It is crucial to the successful training of teachers entering the field that schools of higher education work together in order to determine best practices.
Considerations. Foulger and his colleagues (2013) note that teachers and the pre-service educational programs must continually evaluate how to integrate technology into the classroom due to the rate technology is changing in the field of education, especially at the PK-12 level. Other research suggests that as the next generation of teachers enters the field, they do not necessarily possess the knowledge and skills of integrating technology into the classroom (Thomas & O’Bannon, 2013). When considering the interest and use of personal mobile devices in the classroom, statistics “indicates they are here to stay” (Foulger et al., 2013, p. 27).
Challenges. Due to the fact that the BYOD initiative is so new and can be implemented within one year, administrations at the lower schools are fearful of the risk involved in exploring their options (Foulger et al., 2013; NMC Horizon, 2013). As well, teacher preparation programs are unprepared to overcome the challenges of the “lack of faculty knowledge and expertise” (Foulger et al., 2013, p. 24). However, the very reality of the digital age is here to stay and as educators, an appropriate pedagogical approach must be found (Nuangchalerm, 2012).
Nationally, there is still hesitation in using mobile technology in the elementary schools (Foulger et al., 2013). Of the 79 responses in the survey mentioned earlier, indications are that schools are exploring the idea of mobile technology in the classroom in some way (Foulger et al., 2013).
Coursework. Coursework for pre-service teachers needs to include the use of mobile devices specifically in the classroom environment. The Horizon Report (2013) describes the training of pre-service teachers in the skills and techniques necessary for today’s digital world as “rare” even though it is deemed “important.” While it is important for pre-service teachers to be familiar with the skills and techniques to use mobile devices in the classroom, they have not been given opportunities to use the devices in the classroom (Hero, Kiger, & Owens, 2013), there is no instructional model (Thomas & O’Bannon, 2013), and there is no clear example of best practices (Herro, Kiger, & Owens, 2013). Hero, Kiger, and Owens (2013) suggest that, for a particular School of Education, the coursework would emphasize “(a) assessing the value of mobiles in instruction, (b) pedagogical approaches, (c) content creation, (d) evaluation of apps, and (e) learner impact” (p. 35). The success of this plan of action could be shared and used in other institutions.
Teachers need to be learners of mobile technology. They need to make the training personal as they would expect from their students in the classroom. Teachers also need to be supported in their efforts to introduce use of mobile technology in their classrooms (Crichton, Pegler, & White, 2012).
Professional Development
Researchers Potter & Rockinson-Szapkiw (2012) determined that a teacher’s attitude, perception, and ability determine how and what they learn. Also contributing to the learning curve is the teacher’s perceived value in, personal beliefs of, and prior experiences with mobile technologies (2012). What teachers accept as best practice and a pedagogical approach to learning about the use of mobile technology and BYOD comes from their expectations (Potter & Rockinson-Szapkiw, 2012; Foulger et al., 2013). Pegrum, Oakley, and Faulkner (2013) discovered in their interviews that the strong desire for professional development was “how best to integrate m-learning with the curriculum and pedagogy” (p. 76). With this information, the next step will be to develop a plan to do just that. This can be accomplished through cooperation internally, collaboration professionally and communication globally.
Cooperation. Clearly, the support of school administration is vital to the success of any policy to use mobile devices and the BYOD initiative. The process is not as simple as allowing access to the Internet. Frustration occurs when teachers are unable to integrate the mobile technology due to limitations and restrictions of resources (Al-Okaily, 2013). Unfortunately, the administration is also bound by budgets and limited resources. Teachers who want to integrate mobile technology into the classroom must become creative and even more resourceful to use what they have been given. This adds to the tensions which are heightened when teachers have no extra time to prepare for lessons which involve mobile technology, a technology that is advancing faster than they can imagine (Pegrum, Oakley, & Faulkner, 2013).
Collaboration. Researchers Potter & Rockinson-Szapkiw (2012) recommend collaborative efforts among supportive administration and a mentorship approach to professional development. Younger teachers can learn from the veteran teachers who have more content knowledge and are able to adopt technology in a more pedagogical approach (Crichton et al., 2012). Another approach to professional development is to work with the local college to offer graduate credits as an incentive for courses developed for the purpose of integrating technology (Crichton et al., 2012).
Communication. Delivery format and incentives are believed to be the key components to engagement in professional development.
With all-day workshops, and graduate coursework credit being key strategies to ongoing learning for teachers (Crichton et al., 2012; Herro, Kiger, & Owens, 2013). However, research shows that a one-day workshop or several hours per month is not enough training (Potter & Rockinson-Szapkiw, 2013). It also shows that face-to-face mentoring and on-demand support are also successful options for using mobile technology in the classroom. Other approaches to professional development are the use of mentors who collaborate with other teachers, maintaining learning communities, and incentives (Herro, Kiger, & Owens, 2013).
Professional development is only “targeted at operating equipment rather than instructional techniques for integration” (Potter & Rockinson-Szapkiw, 2012, p. 23). Teachers do need to know how to use the technology, but they also need to know the method in which to use it. Teachers need to know the relevance in using the technology, and how it relates to student learning outcomes. They need time to practice and reflect on what they have learned (2012). Potter and Rockinson-Szapkiw (2012) recommend that the best model for professional development should include three aspects of technology: operation, application, and integration to include support from the community and mentors.
The challenge with professional development is the fact that it has been slow to gain support for the BYOD initiative. The outcome for professional development should be based on the best possible outcome for student learning.
Student Training
With virtual schools becoming more available to students, a shift in teaching and learning needs to occur. This is a switch from the teacher-centered, lecture-style classroom to the student-centered, inquiry based classroom. Research shows that students want to have more control over their learning (NMC Horizon, 2013). The teacher’s goal in the classroom is to help students be lifelong learners and to be engaged in the learning process. Because these digital natives are being raised in a tech-savvy world, they are more updated than what is being taught in the classroom (Al-Okaily, 2013).
Students benefit from the BYOD initiative because it allows them to personalize what they are learning; be more independent with their learning anytime, anywhere; be more involved and engaged in the learning process - thus creating higher levels of learning and productivity; and develop a greater sense of responsibility for the outcomes of their learning (Al-Okaily, 2013).
Potter and Rockinson-Szapkiw (2012) believe that “student achievement is positively influenced when learning is connected to reality” (p. 25). By allowing students to use their own mobile devices, they are setting themselves up for success by learning 21st century skills as “they learn collaboration, problem solving, creativity, production, and social networking, all of which are skills highly required in the future job market” (Al-Okaily, 2013, p.4). Clearly, mobile learning and the BYOD initiative is a trend that brings personalized learning full circle at home and in school.