It might be easiest to start with what BYOD does NOT look like: It is not a student sitting in front of a computer all day doing computerized lessons. Technology is a learning tool that will be used when appropriate and sometimes not used at all. It will not take the place of teachers, will not take the place of students engaging in face-to-face discussions, and will not substitute e-work for real, hands-on experiences that students need to learn and gain in-depth understandings. BYOD WILL look like using technology as a tool which can engage students in learning and give them access to a rich, curriculum-enhancing array of web resources. Here are a few examples for some of the subject areas:
LITERACY—Students can use word processing and publishing programs to write stories and essays, create books or brochures, Skype with authors of books they are reading, or use Google Earth to see the real setting of the book they are reading. Research shows that the ease with which students can edit their writing with a computer encourages better and longer pieces of writing.
NUMERACY—Students can see clear and dynamic examples of mathematical concepts—for example how changing the slope and intercept changes the graph of a line, or a visual representation on a number line that clarifies how adding a negative number affects an equation. Mathematical games can help younger students learn multiplication and addition facts.
SCIENCE—Students have immediate access to top-quality models and diagrams, some of which are animated to show processes. Students can capture data using probes, illustrate the findings of an experiment with a digital camera, or study a real science-related problem in their school or community in electronic and face-to-face communication with experts, publishing their results in a hard copy document or via the Internet.
INVESTIGATIONS—Students can use tools like Google Earth in the study of Geography or Sustainability or use e-Pals to meet students in other countries to learn about them and their culture. They can research environmental sustainability issues and be part of a global solution through webinars, collaborative projects and conferences. When studying an historical period, students can access original source documents from the National Library website — seeing passages of the Captain Cook’s journals in his own handwriting, the actual John Batman Melbourne land agreement, or hearing a recording of Sir Robert Menzies giving a speech on patriotism. Just as students can access historical records, they can also create them—making their own film histories by interviewing people who were part of the civil rights movement or using family letters and photographs to capture more recent history.
LOTE (Japanese)—Students can communicate with students in a country that speaks the language they are studying via e-mail to improve their writing or may use a resource like Skype to speak with students abroad. The ability to authentically use the language is motivating and interacting with native speakers enhances language development.
Student Voice – Students can use applications such as Google Docs, Survey Monkey, Padlets, email, blog posts and comments to voice their reflections and opinions on a diverse range of subjects. They can converse with students and teachers, enhancing their understanding of things and actively participating in the structuring of their own learning.
Students using digital technology as an integrated tool in their learning. As you can see, they are also using books and handwriting information at the same time.
Welcome to our Mount Waverley Primary School 1 to 1 blog. This will be a place for us to share information and resources, for you to see what is happening in our classrooms and and for you to ask questions which we can answer in the newsletter.