Norris, C., & Soloway, E. (2011). BYOD as the Catalyst to Transform Classroom Culture. District Administration, 47(9), 114.
This short article presents the necessary change in pedagogy for BYOD in simple terms stating that Schools will need to move away from the “I Teach” paradigm into a more inclusive “We Learn” environment.
It offers the comparison of BYOD with the earlier introduction of computers into schools, and the failure of this change to achieve significant improvement in student achievement as: “The same textbooks, the same curriculum and the same pedagogy continue to be used, but computers were substituted in for pencil and paper.”
The article asserts the following challenges to schools implementing BYOD:
- “Teachers teach the way they were taught, and since teachers learned via ‘I Teach,’ there will be significant resistance to moving to ‘We learn.’ If you make the move optional, you know what will happen.”
- “Teachers will need curriculum to support ‘We learn'”
- “It is crucial that all students have at least a smartphone, even if the school has to provide some of them. Do not allow internet-less phones. They will drag the rest of the class down to the lowest level of common functionality.”
This article summarises a number of my findings to date, firstly the need to have a clear pedagogy focus without this the devices will simply be adapted in as substitutes for other stationary. Micheal Fullan expressed this well when he said “Without pedagogy in the lead technology may be driving us to distraction.” Secondly the vast importance of clear leadership the idea that staff must be supported but also need to be directed in a non-optional way. Thirdly the need for clear thinking around the device, directing the selection of the device to the students curriculum learning needs.
This article was directed at District Administrators, a position not found in the New Zealand Schooling system, I would like to share it with anyone leading learning in a School. E-Learning or BYOD, like any other initiative in Schools, must be driven from a base of sound pedagogy.