Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

In the digital world, it is the 21st-century skill for students to learn how to appropriately leverage digital technology to support learning activities and achieve learning goals which make some schools pilot BYOD initiative to integrate technology into classrooms in which process brings significant transformation on instruction.

From the resources referenced to my question, I learn that pilot BYOD initiative can bring plenty benefits on learning and teaching practice which will increase equity of access, promote digital citizenship, provide the opportunity of flexible learning, personalize learning and social collaboration. If we want to achieve a successful BYOD initiative, only focus on the hardware is not enough (upgrade Wi-Fi environment, set up surveillance and firewall to get digital security, device). We also need to focus on the transformation of the software (teachers who will be the BYOD implementors and participants will lead the BYOD initiative’s future directions). What teachers need to change on their pedagogy is the key factor on the success of BYOD implementing. In the BYOD context, teachers’ pedagogy should focus on the diversity of students and implementing specific strategies which will effectively weave students’ devices into the whole learning activities in which process teacher’s goal should be shifting more agency to students, fostering student-centered, autonomous learning under teacher-directed environment. While changing the pedagogy, the redesigned learning activities are like constructing a building with bricks in which students need to know how to leverage tools (technology) to structure a stable building (learning outcome) with bricks (competency). It is a demolishing and reconstructing process in which students will be the main and active agency, and teachers will be the guide or counselor. While planning the pedagogy, technology should be like the thread pass through the content, learning activities and teaching to weave them together to improve students’ learning rather than an isolated point accidentally appeared in the course without any connections. Teachers need to transfer their teacher-on-stage pedagogy to the blended learning in which way will benefit specific content and specific audiences in the BYOD context. Because of blended learning change one-size-fits-all method of teaching, teachers need to analyze their objectives and students’ learning experiences prior before they implement blended learning. TPACK or DSAP framework as a tool to scaffold teachers to implement blended learning in which technology will merge content and pedagogy with strong connections and SAMR model as a evaluate tool can help teachers to address the effect of technology integration. Using these frameworks, teachers can analyze learners’ characteristics and capability to differentiate students into different groups and deliver different guidance through LMS to enhance students’ learning outcome to meet the end of the goal. LMS is like the vehicle will deliver the content and activities within different forms to students and also a key to the door of the blended learning model. The analysis can be a quiz post on the LMS; can be the formative assessment. In blended learning pedagogy, teachers can set up the end goal and essential questions to guide students to set up their personal phrase goals and achieve them with leveraging technology in various method. Teachers also need to adjust their pedagogy from results of ongoing formative assessments to give the best direct to students. In the BYOD context, students’ own devices are helpful of increasing collaborated learning between peers through discussion forum in LMS and also gain feedback from teachers immediately. With the blended learning model implemented into BYOD, makes learning not only stop at school’s gate which will give students more and more opportunities to foster competency of autonomous learning preparing for the future digital world.

To improve the benefits from BYOD initiative in my school, in my role as the ED Tech person, I need to push more PD trainings to teachers on different frameworks(SAMR, TPACK, DASP) to transfer their pedagogy to blended learning model or flipped classroom and strength their beliefs on technology integration; In teachers’ role, when they incorporate blended learning model, they need to adjust their pedagogy forth and back depending on specific content, specific objective, and specific students. From the beginning of the change, teachers can adopt some surveillance tool (iPad: Apple Classroom) when they teach in face-to-face classroom to make sure students’ learning on the track; Divide students into different groups on different level of skills, or cultural diversity or learning experiences to deliver specific recourses and activities through LMS to meet the same end goals. While students were getting more and more proficiency in leveraging technology to enhance autonomous learning, teachers can adopt less and less surveillance and transfer some blended learning pedagogy to the flipped classroom. In order to get maximal benefit from BYOD, teachers need to be encouraged to build a healthy rotation of plan-implement-review-adjust-revise-implement on their pedagogy from the feedback of the degree of students’ motivation, engagement, and assessment to pave the path to cultivate students’ deeper learning and autonomous learning which will benefit their whole-life term learning.

Reference

Rae, G., Dabner, N., & Mackey, J. (2017). Bring Your Own Device (BYOD) and teacher pedagogy in a New Zealand primary school. Teachers and Curriculum, 17(2), 53–60. http://dx.doi.org/10.15663/tandc.v17i2.160

Christopher W. Wasko (2016) Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms, Journal of Digital Learning in Teacher Education, 32:3, 85-94, DOI: 10.1080/21532974.2016.1169957

Kurt, S. (2018) Technological Pedagogical Content Knowledge (TPACK) Framework.  Retrieved from https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/

Rodgers, D. (2018). The TPACK Framework Explained (With Classroom Examples). Retrieved from https://www.schoology.com/blog/tpack-framework-explained

G, M. (2017, March 17). Retrieved January 19, 2019, from https://www.youtube.com/watch?v=VgnDbt_2qQE

Jonson, J. (2014, January 20). Retrieved January 19, 2019, from https://www.youtube.com/watch?v=KD8AUfGsCKg

Norris, C. A., & Soloway, E. (2011). Learning and Schooling in the Age of Mobilism. Educational Technology,51(6),3. Retrieved from http://cecs5580.pbworks.com/w/file/fetch/50304204/Soloway%20Ed%20TechLearning%20and%20Schooling%20in%20the%20Age%20of%20Mobilism.pdf

Stefanou, Candice R., Perencevich, Kathleen C., DiCintio, Matthew, & Turner, Julianne C. (2004). Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership. Educational Psychologist, 39(2), 97-110.