Student & Teacher Learning with BYOD Continuum

this document is online: j.mp/sjasdbyodcontinuum

The purpose of this document is to help teachers and students identify where they are on the continuum and know what help to ask for to move along the continuum.

This document is in beta. Help make it better.

As a teacher or student, is this document clear and useful to you? Any edits you make will be taken as suggestions for future updates.

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Safari works too, but Chrome allows you to “Request the Desktop Site”.

Indicators

Stage 1

Stage 2

Stage 3

Participation

• All students will have access to their own device or one provided by the school.

• Teachers & students begin to look for and identify educational purposes and learning experiences with student devices.

• Teachers & students will be supported by each other and administration in “taking risks”.

• Teachers and students take advantage of student devices in new ways to enhance learning experiences.

• Teachers and students begin sharing new ways to accomplish traditional tasks.

• Teachers & students will be supported by each other and administration in “taking risks”.

• Technology is transparent and a natural part of the teaching and learning process.

• Teachers & students will be supported by each other and administration in “taking risks”.

Productivity

• There is increased access to information and ideas within the classroom.

• Teachers & students become increasingly productive based on ease of use and access to technology and digital resources.

• Teachers and students communicate using ways and means that are increasingly convenient for both.

• Teachers increasingly call on students to use their devices to enhance classroom discussions.

• Students access class content anytime, anywhere.

• Students regularly have opportunities to use digital means to produce content to show understanding.

• Teacher and student use of digital over print based materials is the norm rather than the exception.

• Student learning experiences regularly extend beyond the walls of the classroom and school day.

Practices

• Teachers and students begin to recognize & model opportunities for differentiated instruction using technology.

• Collegial collaboration increases amongst and between teachers and students.

• Teachers actively discuss and reflect on their practices and how technology can reshape teaching and learning in their classes with a clear educational purpose.

• Students begin to rely less on the teacher as “the” information source in the classroom.

• Students are able to select appropriate apps/programs to fulfill their educational goals in consultation with the teacher.

• Teachers are regularly involved in & share their self-directed professional learning.

• Teachers and students regularly co-construct a common understanding of what successful learning looks like in the classroom.

• Teachers connect students to people and/or world events beyond the classroom to enrich learning.

• Students are able to select appropriate apps/programs to fulfill their educational goals.

Achievement & Engagement

• Student engagement increases

• Students collaborate and deepen their learning via networking.

• Students begin to suggest new ways they might produce content to show understanding.

• Teachers use technology in ways that provide students with more immediate and actionable feedback.

• Students regularly participate in self-directed learning opportunities.

• Student learning experiences are commonly embedded in inquiry based learning experiences.

• Students regularly suggest novel ways they might produce content to show understanding.

• Teachers regularly use technology in ways that provide students with immediate and actionable feedback.

The 5C’s

- Communication

- Collaboration

- Creativity

- Critical Thinking

- Citizenship

• Teachers and students begin to demonstrate use of the 5C’s on an increasing basis.

• Teachers and students begin ongoing discussions of responsible digital citizenship; raising awareness levels and expectations for everyone.

• Teachers regularly weave the 5C’s throughout student learning experiences and summative assessments.

• Students increasingly create & publish artifacts to show understanding.

• Teachers clearly understand and communicate expectations of student online and offline behaviour as responsible global citizens.

• Students remind peers of proper online and offline behaviour as responsible global citizens.

• Teachers and students begin to consider ways in which they may make contributions to the global knowledge commons as global citizens.

• Teachers naturally weave the 5C’s throughout student learning experiences and summative assessments.

• Students often create & publish artifacts to show understanding.

Teachers & students clearly understand and communicate expectations of student online and offline behaviour as responsible global citizens.

• Students regularly remind peers of proper online and offline behaviour as responsible global citizens when necessary.

• Teachers and students regularly consider ways in which they may make contributions to the global knowledge commons as global citizens.

Home & School

• Each class has increasingly more information available to parents online.

• Parents have increasing access to student work online.

• Every class has a growing collection of information available to parents online.

• Parents have regular access to student work online.

• Every class has an archive and a growing collection of information available to parents online.