Through critical examination of both peer-reviewed journal articles in conjunction with personal teaching experiences it is decided to implement a 3 BYOD implementation strategy in WWPS This decision was highly influenced by Bebell & Kay (2010) findings of principals and schools leaders attitudes towards 1:1 technology located in the table below. (Bebell & Kay, 2010, p.31).
This table displays the positive connation surrounding BYOD. Both teachers and students agreed that BYOD positively affected their schools and the performance of the students (Bebell & Kay 2010). As previously mentioned, BYOD objective is to increase the educational standards, therefore it is vital to implement this in WWPS to improve overall results. …show more content…
In the first year of BYOD, it will be explicitly introduced to students who are in stage 3. Both Suhr et al (2010) & Bebell & Kay’s (2010) research highlights the success of implementing BYOD to the older primary years and lower middle school years. In addition Hockley (2012) also supports the implementation to older years before younger years, although both digital natives, the majority of the older students’ digital literacy skills, cyber safety and risk awareness is much higher. In the second year of BYOD implementation stage 2 will be introduced to BYOD, with additional support, especially with device and hardware technical issues. In the final year of this BYOD strategy stage one will be introduced with a higher level of support enabling a positive classroom environment. Early stage 1 has been specifically left out due to the high level of pedagogical challenges, this includes the fine gross motor skills required for BYOD. However for specific cases the teacher can allow specific students to bring in their own device if they are ready for it. This decision was also made through personal teaching experience, as in early stage 1 students can get fascinated and overwhelmed with the high level of technological integration within the classroom.
Bebell & Kay’s (2010) research displays the positive effects gradual increase of BYOD can have on student achievement and motivation. …show more content…
Bebell & Kay (2010) highlighted that more than half the teachers believed their role as a teacher has changed. Therefore to effectively support this, continual and regular teacher professional development is necessary. Sweeney (2012) strengthens this notion as “rather than discussing devices, we need to put more time and resources into enhancing teacher skills through professional development” (Sweeney, 2012, p.10). Throughout the whole 3 year implementation, monthly professional development will ensure all teachers are ready for this transformation in
This table displays the positive connation surrounding BYOD. Both teachers and students agreed that BYOD positively affected their schools and the performance of the students (Bebell & Kay 2010). As previously mentioned, BYOD objective is to increase the educational standards, therefore it is vital to implement this in WWPS to improve overall results. …show more content…
In the first year of BYOD, it will be explicitly introduced to students who are in stage 3. Both Suhr et al (2010) & Bebell & Kay’s (2010) research highlights the success of implementing BYOD to the older primary years and lower middle school years. In addition Hockley (2012) also supports the implementation to older years before younger years, although both digital natives, the majority of the older students’ digital literacy skills, cyber safety and risk awareness is much higher. In the second year of BYOD implementation stage 2 will be introduced to BYOD, with additional support, especially with device and hardware technical issues. In the final year of this BYOD strategy stage one will be introduced with a higher level of support enabling a positive classroom environment. Early stage 1 has been specifically left out due to the high level of pedagogical challenges, this includes the fine gross motor skills required for BYOD. However for specific cases the teacher can allow specific students to bring in their own device if they are ready for it. This decision was also made through personal teaching experience, as in early stage 1 students can get fascinated and overwhelmed with the high level of technological integration within the classroom.
Bebell & Kay’s (2010) research displays the positive effects gradual increase of BYOD can have on student achievement and motivation. …show more content…
Bebell & Kay (2010) highlighted that more than half the teachers believed their role as a teacher has changed. Therefore to effectively support this, continual and regular teacher professional development is necessary. Sweeney (2012) strengthens this notion as “rather than discussing devices, we need to put more time and resources into enhancing teacher skills through professional development” (Sweeney, 2012, p.10). Throughout the whole 3 year implementation, monthly professional development will ensure all teachers are ready for this transformation in