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Why BYOD is BAD


Arguments against BYOD
In a budget-conscious world where education is being hit hard by deep cuts and an ever-increasing societal push towards individual responsibility for even the most basic necessities of life, BYOD can appear very appealing to those who wish to make education funding a political agenda item. But a move towards even a limited BYOD policy, which allows some students to bring their own devices to school, has serious repercussions. Amongst all the objections, two stand out above the rest: 

Social stratification among students – One of the primary functions of schooling is to socialize students and there is immense pressure on them to conform to the dominant culture (Shanahan, 10 May, 2012). In schools with an economically diverse student population differences in personal wealth are going to be strikingly evident based on the type of device that each student is able to bring. Beyond that, the example from the cfiello video above presents a model in which individual students may be stigmatized by their inability to bring their own devices. Imagine an affluent school which draws a small portion of its students from a disadvantaged neighborhood. There is the potential for one or two students to be singled out by this policy on a daily basis.
Widening the digital divide between rich and poor schools – The other fundamental flaw in the idea of BYOD is evident at the school level. This problem stems from the economic issue of funding such a policy in schools that are situated in economically disadvantaged areas. In an area in which few or none of the students can afford to BYOD, the school is still reliant on state or federal funding to provide classroom technology (I don’t buy the “all students have smart phones” argument, having spent a good deal of time in the homes of students who don’t have enough food, clothing, or a mode of transportation, let alone an unlimited data plan). If BYOD becomes commonplace, it is easy to imagine a political push to mandate such a policy for all schools and further reduce technology funding to the schools that desperately need the support on the basis of the argument that “they bring their own devices, so we don’t have to fund them.” Ultimately a policy like this will create a broader digital divide as those with no home access will also be deprived of in school computer, Internet, and technology access. Digitally separate is not equal.

Educators Work To Better Integrate Technology Into The Classroom

(Text in English is available beneath the picture).
Η ενσωμάτωση της τεχνολογίας στην σχολική αίθουσα δεν είναι ταυτόσημη απλά με την ύπαρξη και χρήση του ηλεκτρονικού υπολογιστή στο σχολείο. Σίγουρα δεν είναι μόνο το μέσο ως μέσο αλλά ο τρόπος ένταξης και το εκπαιδευτικό σενάριο που τα συνδέει. Στο πολύ ενδιαφέρον άρθρο της Amy Golod που ακολουθεί περιγράφει τον τρόπο που πολλοί εκπαιδευτικοί αλλά και εκπαιδευτικά ιδρύματα έχουν εισάγει την τεχνολογία στην σχολική αίθουσα.
 

Education schools become more resourceful and ingenious in showcasing the use of technology to teach

By Amy Golod May 2, 2012

American university professors do not teach education students a universal, tried-and-true method for how to incorporate technology in their classroom instruction. That the digital revolution evolves at a rapid pace and that technology has become so subject-specific means universities cannot address these shifts and create a standard curriculum. As a result, educators have become more resourceful and ingenious in their teaching, professors say.

“Large-scale studies show that the technology itself doesn’t necessarily make a difference. What does make a difference is well-designed technology coupled with well-prepared teachers,” says Prof. Steve Kerr, chair of curriculum and instruction at the University of Washington’s College of Education in Seattle.

Integration of technology in the classroom is an issue with which higher education schools have been grappling for decades, he says.

There are two main approaches on university campuses. Some curricula for undergraduate and graduate programs in education mandate that pre-service teachers–students who have not yet entered the field–enroll in one course that focuses only on technology. The second tactic emphasizes subject-specific courses that include guidance on how technology may enhance understanding of concepts related to those academic subjects.

The latter, specific strategy seems to be favored, explains Joan Hughes, associate professor of curriculum and instruction and learning technologies at the University of Texas-Austin, adding that when tech skills are taught this way, in isolation from other teaching methods, they are less effective.

Marina Pita, a teacher of fourth-grade Spanish at Concord International School in Seattle, distinctly remembers instruction in the latest digital products as part of her classes. During a course on special education, she learned about assistive technology, and as part of her elementary teacher certification, she received training in the computer-based Smart Boards, which allow teachers to project lessons onto a wall for all to follow. Since then she has seen the value of such training firsthand.

Her district does not have the resources to supply a Smart Board, so instead she relies on the desktop computers in the school library—anything to keep her lessons current. “Computer skills are so important, especially for kids growing up in a digital age. Some of my students hardly know how to use a mouse or save a document, and this is so critical for success in the workplace today,” she said.

While some university courses offer this specific training, others put the onus on the students. Professors assign projects that focus on academic subject specialties, but require a digital presentation as a means of including exposure to technology.

Eric Miller, a teacher of sixth-grade social studies at Eckstein Middle School in Seattle, remembers a graduate school project for which he created a website to teach a history lesson. The website asked users about the assassination of President John F. Kennedy and provided links to other websites. Users would click on the links to read both related and unrelated information and then sort out the correct response.

“My first experience using technology in education ended up being a common trend for quite some time,” Miller says. He later learned that WebQuest, a company popular in education circles during the late 1990s and early 2000s, promoted these inquiry websites.

After they have completed their certification, teachers can turn to universities for supplementary instruction on the most recent trends.

For example, Tufts University Center for Science and Mathematics Teaching organizes workshops and resources for pre-service and practicing teachers on how best to incorporate technology in their lessons. It designs curricula, providing examples of lessons and correlating homework assignments.

“When we have powerful tools and an active curriculum, it helps with the comprehension,” says Ronald Thornton, a professor in both physics and education at Tufts University and director of the Tufts Center for Science and Mathematics Teaching.



Τεχνολογία στα σχολεία: Ναι αλλά με τη δική σας συσκευή!

Ονομάζεται BYOD και είναι η νέα μόδα στο χώρο της εκπαίδευσης. Είναι η λύση (κατά πολλούς) στο πρόβλημα που προκαλείται με την οικονομική κρίση και εμποδίζει την χρήση της τεχνολογίας στα σχολεία.
Τα αρχικά BYOD προέρχονται από τις λέξεις Bring Your Own Device (Φέρε τη δική σου συσκευή) και προτρέπει τους μαθητές να φέρουν τις δικές τους συσκευές που συνδέονται στο διαδίκτυο για να τις χρησιμοποιήσουν μέσα στην τάξη, αφού το σχολείο δεν μπορεί να τους προσφέρει αυτήν την πολυτέλεια καθόλου ή στον βαθμό που είναι αναγκαίο.

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