BYOD

Portable Devices
With many schools encouraging students to bring their own devices, visual art teachers are faced with the challenge of incorporating them into their classroom. This page will contain useful ideas, links and resources to help you make the most of this exciting shift in education.

There are loads of things to consider when integrating BYOD into the art room. Here are some of the main categories I'll discuss.

  • Making the Shift: a Model for Change
  • BYOD Environment: Rethink your space
  • Safety & Ethics
  • Student Management
If you have any further resources or suggestions please email me and I can add your ideas to this page.


Making the Shift: A Model for Change

The potential of BYOD is huge. Most schools in New Zealand are in the early stages of BYOD and it will take some time before we fully realise and embrace the pedagogical shifts this offers. The SAMR model provides a good way to first assess where you're at and then to plan where to go next. There are four main stages in the SAMR model, below I will discuss these stages and suggest ways they can be achieved in the art room. If you want to know more about the SAMR model then just Google it or check out the links page for some recommended readings (Warning: If you read these then you are officially an e-learning geek).

The S A M R Model

YouTube Video

 





Substitution
The substitution phase is where traditional modes of class-work are simply substituted with a digital modes. No real change is happening to student engagement although self-managements skills may be developed. In the art room the substitution phase may look like these examples:

  • Students use apps to draw or collage images. They print these off and hand them in. 
  • Students fill out digital worksheets or digital handouts, print them off and hand them in.
  • Students email their teacher assignments, the teacher prints these off, marks them. and gives the paper copy back to the student.  



Augmentation 
The augmentation phase is when technology is used to perform common tasks in ways that are more efficient or increase student engagement. The benefits of this stage could be things such as saving paper costs, faster workflow, improved data gathering, and better communication. In the art room the augmentation phase may look like these examples:
  • Students complete a questionnaire on Google forms. This might be to check understanding or to access prior knowledge.
  • Students create and store digital artwork on a tablet or laptop.
  • Students email draft proposals to the teacher who then emails them back with feedback for improvement.
  • Students use online polling apps to answer teacher questions. 



Modification
The modification phase is when learning tasks are modified to a digital alternative. This phase moves away from traditional task design as the learning is now taking place in a digital mode. The learners use technology to enhance their learning outcomes and raise achievement levels. Here are some examples of the modification phase in the art room.
  • Students submit work for peer review on google docs. Other students use the comment feature to give feedback. 
  • Students create a webpage or blog in which all their assessments are completed. Artwork is embedded, research links are given, and the student reflects on their learning. The teacher uses the comments feature to provide feedback. For moderation the teacher sends NZQA links to the students webpages. 
  • For research standards students create a Show Me presentation in which they talk over artist model images. This would replace the hand written pages traditionally used. The students embed the Show Me's on their webpage for assessment.
  • For group work students collaborate on a RealTime Board. This allows them to co-construct research in an engaging setting.
  • Students scan paintings and upload them onto a forum. Their peers provide critique. 
  • Students use animation apps to create stop frame animations. These are then uploaded onto YouTube or embedded into a class website. Peers then place feedback in the comment section. 
  • Junior students play games which teach art principles. 
  • Teachers create a class website in which students can access all tasks, assessment information, forums and resources.
  • Teachers use apps to create lessons and tutorials (flip learning). These are uploaded onto a blog or webpage for students to view on their own devices.
  • Teachers record practical demonstrations live and then upload them onto the class webpage in the same lesson.
  • For Art History, teachers create a Move Note presentation for students to watch outside of class (flip learning).
  • Teachers create a Ted Ed flip lesson for students to complete outside of class.



Redefinition
In the redefinition stage students and teachers use technology to create new tasks previously impossible without technology. In the art room it may look like this: 
  • Students create internet art artwork which only exists online and not in the physical world. This may consist of some interactive piece in which viewers can engage with the art work through their own devices.
  • Students provide an established artist with their website link. The artist views the work then video conferences with the students to provide critique.
  • For a research standard students video conference an art historian to find out new information about an artist.



The BYOD Environment: Rethink Your Space 

The introduction of BYOD suddenly provides new opportunities for collaboration and group work. With the introduction of flip learning and class web pages you may find you are standing in front of the class less and less and students might benefit from new furniture arrangements to accommodate the new learning style. Electronic devices do not always fit seamlessly into a wet media environment and you may find your practical room has become a computer suite. There are a few physical changes you can make to your rooms to welcome student devices. In this section I'll discuss some small changes you can make.


Making Your Classroom Flexible

Art rooms normally resemble a studio environment and tend to be quite different to a traditional classroom. However with many students now working digitally you may find you need a more balanced mix of wet and dry areas. I'm not always happy when students have their laptops open when they need to be focused on brush work and I recently felt the need to create different areas within the one room. If you have a large room, why not get a quarter of it carpeted and provide comfy settees so that it becomes the computer area? 

Find flexible furniture so that your art rooms can easily switch between practical and digital modes. If you are ever in the position to buy new furniture, try to research new ways of arranging your room. If like most schools you are short of cash, get the caretaker to put castor wheels on your existing tables and a few cheap bean bags and rugs in one corner.

Watch the video below to get an idea of the possibilities.

YouTube Video



Encouraging Collaboration 
The first thing we did when our school went BYOD is buy some whiteboard tables. We didn't want to kill off group brainstorming and note taking so we thought whiteboard tables would allow students to still experience writing by hand. Students can simply photograph their notes and sync straight to Google Docs. Watch the video below to see how whiteboards can be used to enhance collaboration in a BYOD environment. 

YouTube Video








 Traditional RoomModern Rooms













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