We’ve been working our way along the development curve of moving the school to #byod. If it’s a new idea to you, what we are trying to achieve is an environment where any user can bring any device they like to school and access all the services they require using it.
It seems to me to be absolutely the correct way forward. In the same way we don’t force every student to study Spanish, why should we make them all use the same computer? It’s about personalisation, and it’s about flexibility.
This is clearly not one of those changes that can happen overnight, and at the request of @eylanezekiel I wanted to try and write up what we are doing. I’m not suggesting this is the best, or only, way to achieve it, and we are learning and modifying this plan as we go. We are always open to comments, questions and suggestions, and we’d be happy to support any others that would like to head down this path too.
What we have done so far:
1) Talk to the students
We did this in plenty of informal situations, but also used our student ICT school improvement group to more formally survey the student population about student owned devices. This group then collated the results, wrote a draft AUP for allowing students to use their devices in school, and then pitched it to SLT, staff, students and governors. These guys are brilliant. You should all have a group like this.
2) Developed our policies
#byod is a culture change, but the reasons why are clear and you can be controlled about it. This isn’t some big free for all, your lesson isn’t constantly interrupted by ringing phones, etc. It is down to the individual staff member, guided by the department heads to choose which/when/how in a lesson electronic devices can be used.
3) Opened up limited parts network & started the move to the cloud
@jamesyale is the technical genius on the team for those who want detail, but our standard wireless now allows a user to connect any device, providing they enter their school username and password. Access is still restricted and filtered in all the ways you would expect, and the username/password allows us to log use, develop different rules for staff, etc, etc.
We also made the jump over to Google Apps. There are other ways to do this, but it is the start of our development to become platform, as well as device agnostic. It’s that flexibility word again.
4) Built a genius bar!
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Well, sort of (photo is from work in progress during the summer)… We are lucky in terms of student devices. The vast majority of our kids carry an array of technology that would make IBM envious. But, equality of access is really very important to us. The new genius bar, among other things, provides the backup devices. Maybe a staff member wants every student in one lesson to have a specific piece of technology- the bar can provide loan kit for these. Perhaps they need a few extra iPods to give to students who don’t have a similar device for a particular task. The bar provides a loan pool with a booking system to supplement student owned devices. It also provides a constant staff presence who can support and inspire users. I’ll post again later in the term about this as it warrants a little more detail.
5) Engaged the staff
Our new techs AST is the absolute key here. @ribbk and the members of our staff ICT school improvement group are tasked with sharing good practice and supporting our others with new technologies. They organise regular learning focused, sessions supporting teachers using the technology and build confidence. And, they are key members in their departments for a lead on new technologies.
The other hugely important thing our staff and student groups do is plan the future. Can you teach outstanding lessons on a tablet device? Will coursework marks be higher if the content is blogged? Can twitter improve engagement in X set in Y subject? And so on. Every year members of these groups take on action research projects, and using measured results we can not only make good purchasing decisions, but help mould our curriculum.
I said it before, but your school should have these groups.
What is coming next:
1) Unmanaged wireless
A bit techy I’m afraid. One of the limitations of the wireless access is it doesn’t allow device to device communication. Good for security, bad for playing each other at DS games and so on. Our current intention is to put up a second unmanaged network to allow for this when required.
2) Building up the genius bar
We are starting to see what is popular, what we need more of. It is also teaching us new ways of supporting and training our users in more informal learning situations.
3) Student loans at the bar
Wouldn’t it be great if students could loan kit themselves? A teacher formally signing out is a step in the right direction. But, as a student being able to drop into the bar at lunch to pick up a camera because I want to document my artwork next lesson and forgot my Blackberry (unlikely, I know…) would be perfect.
4)The 1-1 scheme
This is the big picture, long term goal part. I’m either a genius or mad, but the vision makes complete sense to me.
The clear weakness of stopping where we currently are in the process is while the loan kit props up those without, it’s not good enough.
I’m a fan of the 1-1 schemes that are appearing, some really nice implementations in schools local to us. Giving a student access to a digital tool of some description with the potential to enhance their learning in every lesson is just great.
But I don’t want to tell every student the way they learn best is with X brand of laptop, or even Y type of device.
The 1-1 scheme that we are building is one where (guided by our staff and student SIGs) our stakeholders can make informed choices about the device that best suits them, and we can support them in purchasing this in all the standard ways you see with other device specific 1-1s.
Backed up by our loan pools it means we can personalise student owned devices, but still offer the flexibility of all the other tools if what they have isn’t ideal for that moment in time.
Or, if my battery runs out I can drop mine in to be charged and grab a backup device while that happens.
Or, I could pick up some extra kit to take home because I wanted to challenge my Dad to that maths game we were playing in lesson.
For those working in the area you’ll see the challenges in going down this route compared to the standard 1-1. But, just because it’s hard doesn’t mean you shouldn’t bother.
So, that’s where we are. I’d say we’re about halfway through the process.
The important takeaway if you managed to read this far is we measure. The SIGs test the theory, prove the benefit to teaching and learning (or in some cases the opposite), we move from there. We’re still planning the final stages, and will only go there if our research tells us we should. I’m the lucky one that gets to blah on about vision and go to some very shiny events for inspiration, but the structure alongside is what will get us there.
I’m also lucky enough to be in a position where we can work with others who share our vision. If you still don’t think I’m mad we should probably be working together!