A few weeks ago, I suggested the idea of iBYOT, an idea I’ve briefly elaborated on before:
Three days ago, the mounting frustration finally escaped in the form of a proposal. As a veteran podcaster–and reluctant vidcaster–I found myself despairing at the thought of asking tech-newbie teachers in Bring Your Own Technology (BYOT) situations to create flipped classroom content using a wide variety of classroom technology available in their classrooms.
What if, I wondered, we could provide teachers with an easy to use creation tool that integrates perfectly with existing district programs? In my mind, I pictured a jumble of technologies that would be replaced by the iPad as a creation tool for generating BYOT/blended learning content…it’s on the fact that there are so many disparate tools to combine to get the desired result.
That blog entry had quite a few detractors. Either I’d oversold the cost of computers or under-delivered on the professional learning for teachers, as this one comment points out:
So where in your budget are the allocations for your teacher training and/or (really low) stipends for teachers to invest time and energy into flipping their content to a digital format? Please don’t forget the people factor. So much of what we want to happen in the classroom glosses over the most important part-teacher buy-in, support, and the interpersonal factor.
This past week, I had some more time to reflect on this and put together this draft proposal. I’m grateful to colleagues, such as @diben, who haven’t been afraid to offer constructive feedback!
iBYOT Proposal
Creating Mobile Learning Communities
Abstract
A iBYOT Mobile Learning Community program needs to be established at East Central ISD. Last year, the District launched a BYOT initiative at all secondary campuses. As a result, teachers at those campuses need more opportunities to learn how to successfully teach in this type of environment. Consequently, by participating in the iBYOT Mobile Learning Community program, teachers’ strategies and skills will blossom .
Proposal
This proposal recommends establishing a iBYOT Mobile Learning Community program that, if approved, would equip BYOT campus teachers with, not only, mobile equipment, but also an opportunity to learn new instructional strategies for blended learning environments.
Need
A comprehensive needs assessment was conducted, which consisted of consultations with teachers at BYOT campuses and a thorough analysis of current BYOT professional development offerings. Consultations with teachers reveal the need for: 1) sustained professional learning opportunities; and 2) uniform platforms for content creation that can match the most common devices students are bringing into their classrooms. In addition, analysis of current professional development offerings indicate that few teachers have taken advantage of the independent training, thereby, resulting in the need for a more structured type of professional learning community program.
Participation Requirements
The iBYOT offer would be open to BYOT-participating Middle School and High School teachers so long as funding is available. Participants would be required to complete an application process.
iBYOT Mobile Learning Community Program Details
A. Program Overview:
To standardize training and ensure high quality lesson development (e.g. device neutral apps, Edmodo+GoogleApps, flipped classroom learning), each iBYOT participant will receive a iBYOT Educator Pack when they commit to completing 2 face to face, 2 hour sessions and 6 hours of online professional learning (10 hours total).
iBYOT Cohorts–no greater than 20 participants per cohort, or 4 cohorts in the initial launch–would be formed based on applicants from 3 BYOT campuses and in-depth support would be provided face to face. BYOT Cohort would also enjoy online support and training, as well as collect iBYOT lessons in the District’s video-streaming web site.
B. Participation Requirements
The iBYOT offer would be open to BYOT-participating Middle School and High School teachers so long as funding is available. Participants would be required to complete an application process.
C. iBYOT Educator Pack
All participants in the program will receive a iBYOT Educator Pack. The iBYOT Educator Pack includes the following:
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32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
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iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
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iPad case – This protects the main investment.
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Display adapter – This connects the iPad to any digital projector.
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Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.
D. Timeline
Timeline for cohorts would be as follows:
Fall, 2013 – Advertise and Solicit applications from BYOT Campuses to form cohort.
iBYOT Online Course Development (check appendices for Syllabus)
Spring, 2013 – Order iBYOT Educator Packs that reflect cohort(s) size(s).
Complete iBYOT initial face to face session on Saturday(s)
Summer, 2013 – Offer face to face professional learning and online course opportunities for iBYOT
*Note*: A detailed professional learning plan centered around blended learning strategies will be made available online during Spring, 2013. A syllabus can be found online in the appendices of this proposal.
Funding Source and Cost
The funding source for 2013-2014 equipment replacement and wireless expansion is a small percentage of the total amount available. At a cost of approximately $772 per iBYOT Educator Pack, the District would be able to purchase 100 packs to support the iBYOT. Cost breakdown for the iBYOT Educator Pack includes the following:
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$575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
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$100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
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$45 case – This protects the main investment.
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$49 per display adapter – This connects the iPad to any digital projector.
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$2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.
Conclusion
Approval of this proposal to take advantage of existing funding that will allow the District to address gaps in the pilot BYOT launch and create a sustainable system of online professional learning that builds on success. Success may be defined as successfully having 4 cohorts of District educators complete the online course.
Appendix 1 – Professional Development Opportunities for Educators
An excerpt from the Texas Long Range Plan for Technology:
All professional educators (including teachers, administrators, and librarians) must master the State Board for Educator Certification (SBEC) Technology Applications standards, which are currently mandated for all beginning teachers. Teachers must first have access to technology, quality professional development, and time to implement new strategies in their classroom. Professional development opportunities must be provided to ensure that educators have the Technology Applications skills identified by the SBEC Technology Applications Standards, especially those skills that support lesson planning, classroom management, and administrative tasks.
Professional development opportunities for educators must be available 24/7 to all educators through a variety of delivery methods, including online and other distance learning technologies. . .With sustained leadership and support, this initiative can move teachers from Early or Developing Tech on the Teacher STaR Chart to Advanced or Target Tech. This initiative should be responsive to the needs of teachers by providing content-focused strategies and technology tools appropriate for each subject area and grade level.
In regards to No Child Left Behind, Title 2, Part D (Enhancing Education through Technology), the focus is also on ensuring that “teachers in schools served by the agency are effectively integrating technology and proven teaching practices into instruction.”
In the context of the Texas Long Range Plan for Technology and NCLB Title 2, Part D, it includes specifically teachers, administrators, and librarians.
Appendix 2 – iBYOT Application Process
Step 1: Complete a short application form.
Step 2: Participate in two, 2-hour face to face hands-on session at the start and end of the program.
Step 3: Participate in the iBYOT Mobile Learning Online Course – This course will last 5 weeks and involve approximately a 2 hour commitment per week on your part. In this course, you will learn how to develop blended learning content a la “flipped classroom learning” and create an online presence using GoogleApps and Edmodo.
Participants who begin and complete this program are eligible for the $770 iBYOT Educator Pack. The iBYOT Educator Pack includes the following:
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$575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
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$100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
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$45 case – This protects the main investment.
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$49 per display adapter – This connects the iPad to any digital projector.
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$2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.
Step 4: Submit 5 iBYOT videos (5-6 minutes each) that represent a lesson you will actually use in your BYOT classroom. It is also expected that you will authorize yourself to be videotaped and interviewed for display on the District web site.
Appendix 3 – Blended Learning
About Blended Learning
Blended education. Hybrid learning. Flipping the classroom. Whatever one chooses to call it, this method of learning–which combines classroom and online education–is going places and making headlines along the way. In a report on the merits and potential of blended education, the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process. Source: The definition of blended learning
Some key findings about flipped classroom approach:
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In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012). Source: Educational Leadership (March, 2013).
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In general, teachers who are flipping their classrooms report higher student achievement, increased student engagement, and better attitudes toward learning and school. Many flipped teachers report that their job satisfaction has improved and are feeling re-energized by their heightened interaction with students. This initial research suggests that the Flipped Learning model is promising and warrants further inquiry. Source: The Flipped Learning Executive Summary
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“We can now share classroom materials more easily, serve students when they are absent, and ensure a consistent curriculum, as well as accurate classroom content for substitute teachers.” The benefits also extend beyond the student body, because parents often watch the online videos with their children at home. “Not only are we educating our students, but we are also educating the entire community.” Source: Case Study on Flipped Learning
More resources online at http://flippedlearning.org/domain/41
Appendix 4 – An Excerpt from the Course Syllabus for iBYOT eLearning
Note: This syllabus was adapted from Kevin Scritch’s work (Twitter: @kscritch) at http://ce.fresno.edu/CPD/syllabus/citectec982.pdf for educational, non-profit purposes. Thank you for the inspiration!
Course Description
Adult learners will explore “The Flipped Classroom” model for application in their secondary classroom. “The flipped classroom reverses how class and home time are utilized. In the flipped classroom model, students watch a lesson (or lecture) on video while at home and traditional homework is done in class allowing for more project-based learning, discussion time, and student access to the teacher’s expertise and their peers” (Source: Kevin Scritch).
This course will encompass showing adult learners how to use the iBYOT Educator Pack–including a 32gig WiFi iPad, iPad Document Camera Stand, ECISD’s media-hosting service, ECTV; GoogleApps for Education and Edmodo virtual classroom–as well as researching resources for facilitating the flipped classroom. This course addresses standards set forth for educator within both the National Educational Technology Standards for Students, and SBEC Standards for All Teachers.
“The flipped classroom model can be highly motivational, provide for very individualized (differentiated) instruction, increase problem-solving opportunities, enhance blended learning practices and increase contact between teacher and student through more hands-on interactions” (Source: Kevin Scritch).
The iBYOT elements of a flipped classroom include the following:
- An easy way to record video/audio/screencasts and make those available to students, even when they are not connected to the Internet using an iPad.
- A way for students to process information and ideas, taking notes on what they are learning as they’re exploring a topic or “meeting a problem” for the first time.
- Use technology to help teachers prepare and share resources on what they want to teach and share with students.
- Employ technology to deepen the relationships, discussions and the experiences students are going through.
Schedule of Topics and Assignments
The assignments listed below:
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Research and reflect on what the literature states concerning the positive and negative elements of the flipped classroom in comparison to the traditional classroom. (15 points).
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Create a video lesson via various iPad workflows. (30 points).
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Explore and create a project-based learning (PBL) activity as a companion to flipped classroom video. (30 points).
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Create an online presence (GoogleSites) for your classroom to put all the tools together in one place. (15 points).
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Create an implement a professional learning network of other educators that use the flipped classroom model. (10 points).
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Extra credit: Facilitate a flipped classroom professional development session for fellow teachers (10).
Grading Policies
110 points possible with extra credit.
80-100: Pass with iBYOT certification, keep equipment issued.
<=79: Fail without iBYOT certification and must return equipment within a week.
All assignments must be completed in order to receive a grade. In addition, all assignments are expected to reflect the quality required of professional educators. If completed assignments do not meet this standard, adult learners will be notified with further instructions from the course facilitator.
Rubric for Evaluating Assignments
The rubric for all assignments will be posted on the GoogleSite for the course.
Instructor/Student Contact
Through the course, students will be communicating with the instructor and classmates on a regular basis through the use of asynchronous discussion forms and via Twitter. A virtual office is utilized for class questions and students are provided with instructor contact information in the event they want ot make phone or email contact. In addition, students are encouraged to email the instructor at any time. Students will also receive feedback on the required assignments as they are submitted.
Policy on Academic Dishonesty
Academic dishonesty, including plagiarism, will result in expulsion. Educators are expected to pursue honesty, integrity in all aspects of their work aligned to Texas Education Code.
Assignment Rubrics
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Assignment
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UnderDeveloped
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Acceptable
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Outstanding
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Points
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Reflection on the Literature
(15 points)
Research and reflect on what the literature states concerning the positive and negative elements of the flipped classroom in comparison to the traditional classroom.
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Fails to adequately reflect on the implications of the research
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Not detailed in included information or examples provided. Lacking flow of information
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Personal response and reflection connecting teaching experiences to readings. Specific examples referenced, cogent paragraphs.
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Record a Video
(30 points)
Create a video lesson via various iPad workflows.
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Did not record a complete video or did not post video online
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Was able to gather the necessary tools to record a lesson, posted the video online, short video.
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Was able to “app smash” to create a video that corresponds to lesson, and topic was relevant.
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PBL Lesson
(30 points)
Explore and create a project-based learning (PBL) activity as a companion to flipped classroom video.
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Classroom activities are worksheet or skill-focused without larger context and unrelated to flipped video lesson.
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Classroom activities extend learning introduced in flipped video lesson.
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Collaborative, project-based activities enable student self-selection, collaboration that extends flipped video lesson content.
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GoogleSites Class Hub
(15 points)
Create an online presence for your classroom to put all the tools together in one place.
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The Google Sites web site has only a few pages with little information and makes no or little use of multimedia.
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The Google Sites web site serves as a hub for student learning and course content, featuring multimedia.
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The Google Sites web site serves as a hub for student learning, presents course content in a variety of formats, and has clean, organizational design.
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Flipped Educator PLN
(10 points)
Create an implement a professional learning network of other educators that use the flipped classroom model. (10 points).
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Create a Twitter account but fails to replace “the egg” avatar, post relevant learning experiences and flipped classroom content, or connect to flipped learning educators.
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“Moves into” their Twitter account, sharing relevant links and reflections, participates actively.
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Engages in Twitter chats, employs hashtags and builds relationships with other flipped learning/elearning educators and learners.
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Check out Miguel’s Workshop Materials online at
http://mglearns.wikispaces.com
Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients.
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