Provisional Essay Plan - Updated

Following on from a previous post, I have updated my essay plan and annotated bibliography. I have tried to be more specific with the sources and ideas behind the essay. A copy of this can be found on Google Docs HERE.

Learning Reflection 1

As required by EDEM630, I need to make fortnightly personal reflections of my learning journey on this blog.

Task is as follows:

Learning outcome actions

Prepare and publish a blog post of 500 - 800 words reflecting on your learning (remember to included the course tag). Consider the following elements in your learning reflection[1]: clarify of what you have studied (including your work in completing the E-Activities) integrate new knowledge with previous knowledge and experience, i.e how does theory relate to practice?  identify the questions you have including why you are asking these questions identify what you have yet to learn.  Comment on 2 blog reflections from your class, where possible, learners who have not received comments on their blog reflections yet.

Clarify what you have studied:

• We have studied Rogers' theory of 'diffusion of innovations' which discusses how, why and at what rate new ideas and technology spread through cultures. Time and communication are important factors in this theory. I hadn't really considered why some innovations are popular and why they are not. I would say a fair amount of popularity comes from ease of use and positive marketing. 
• Niki Davis' 'arena of change' was a real eye-opener for me. It perfectly summed up the notion that whatever teachers or schools implement (ICT or not) there are always outside factors that are involved and influence the implementation. I think it is really important to also think of the bigger picture, and also take into account what the community around the school has to say. Niki's 'arena of change' makes it simple for schools and teachers to see the many factors that influence and affect students. It also provides a straightforward model that allows schools to implement their own personal context into it.
• We have looked at concerns-based models (CBAM) which are theories based on change. As stated in Loucks-Horsley (1996), "CBAM applies to anyone experiencing change" and that the model holds that "people considering and experiencing change evolve in the kind of questions they ask and in their use of whatever the change is". The CBAM model provides tools to identify and assess the seven stages of concern. This concern could be from teachers when senior management introduce a new ICT initiative, or something similar. By monitoring the concerns of teachers, senior management can provide opportunities to address self-concerns, and then professional development. It is interesting to note that Loucks-Horsley (1996) suggests that it takes several years to fully implement a new initiative because there are different levels of concern and acceptance as time goes on. 
• We have looked at technology acceptance models which "originate from computer science and information systems theory in an attempt to answer questions about technology adoption" (Wikipedia - Technology Acceptance Model). The model is based on two main aspects - perceived usefulness and perceived ease-of-use. A limitation of this model is that it does not consider the wider ecosystem or social dynamics. Other models such as Niki Davis' 'arena of change' consider the wider ecosystem and whole context of the issue. 
• I have learnt how to apply Niki Davis' 'arena of change' to my own context of successful integration of BYOD. This broadened my view and forced me to consider the outside factors that influence classroom changes. 

Integrate new knowledge with previous knowledge and experience: 

• An interesting thing I found out was that educators in the 1920s worried that radio would take over the traditional role of educators. This parallel can be seen in modern schools where some teachers worry that the integration of ICT in the classroom may eventually replace the role of teachers. "Why have a teacher when you have Google?"
• The technology acceptance model can be seen in many schools around New Zealand. I for one have seen teachers who range widely in regards to their opinions of certain ICT issues. To get complete buy-in teachers need to be made to feel comfortable and must perceive the innovation as useful and easy to use. Some teachers will give up at the first hurdle and not push through if their perception of an innovation does not show ease-of-use or usefulness. 
• After reading about Rogers' 'diffusion of innovations' I noticed a lot of similarities between teachers and the levels of acceptance at schools in regards to ICT. A school will never get 100% 'buy in' from all of its teachers straight away. I agree that there is a sort of spectrum that develops over time (see image below). From this model it is obvious that time is an important part of the acceptance process, and the way it is communicated and spread is important too. 

Diffusion of Innovations, https://en.wikipedia.org/wiki/Diffusion_of_innovations 

Identify what you have yet to learn and any questions you have:

• The Ministry of Education documents on BYOD and their stance on it. I know it is encouraged but is there a timeframe that schools need to have implemented it by? Are there repercussions for schools who don't want to implant BYOD? This is important in order to understand the national part of the 'arena of change'. 
• I would like to see the documentation of my school that shows the how/why part of BYOD implementation in detail (suggested by Keith in EDEM630 - thanks!)
• What is the most common model used by secondary schools in NZ when implementing ICT change? 

Retrieved from https://student.unsw.edu.au/reflective-writing

References

Diffusion of Innovations. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Diffusion_of_innovations  

Loucks-Horsley, S. (1996). Professional Development for Science Education: A critical and immediate challenge. National Standards and the Science Curriculum. Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm

Reflective Writing. (n.d.). Sydney, Australia: UNSW. Retrieved from https://student.unsw.edu.au/reflective-writing

Robinson, L. (2009). A summary of diffusion of innovations. Enabling Change. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf

Technology Acceptance Model. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Technology_acceptance_model

Everybody is a teacher, and everybody is a learner

Motto to live by - "Everybody is a teacher, and everybody is a learner" 

Kid President, http://youtu.be/RwlhUcSGqgs 

When students partner with or teach teachers, magical things can happen. Students demonstrating ICT tools and strategies to teachers is one way to gain effective teacher professional development. This teaching does not only have to focus on teachers or technology- students can also teach other students content, skills etc. In class students should be encouraged to problem solve, teach others and share their ideas with others. This can be done through collaborative work, group work, problem solving tasks, peer tutoring, specialist teaching areas and team teaching. 

Ako
The concept of ako

The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and also recognises that the learner and whānau cannot be separated.

Ka Hikitia, 2008, p.20

References:

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Soul Pancake. (September 12, 2013). Kid President's Pep Talk to Teachers and Students. Retrieved from  http://youtu.be/RwlhUcSGqgs 

Rethinking Learners

There has been a fundamental shift in education to place the learner and their learning at the centre of all decision making. Student voice is a term frequently thrown around in schools, and has gained popularity around the world. Listening to students and their opinions, and allowing them to have choice in their learning is an important aspect in modern education. A 'learner-centred' approach has been adopted by many schools, and some go as far as adopting a learner charter.

In New Zealand, the MoE actively encourages student-centred learning, and this can be seen in many of their initiatives. For example, Ka Hikitia- Accelerating Success, which promotes Maori achievement. Specific aspects of this initiative focus on student identity, data to improve outcomes, extra support for those who need it, positive relationships with students and their family, and high expectations.

'Engage me or enrage me' by Mark Prensky, 2011

Pause to reflect:

• How is my school prioritising the needs of the groups of 'enraged' students?
• Some student choice with subjects and topics (depends on teacher and subject)
• Optional BYOD in the senior classes 
• Use of OneDrive, class sites, OneNote in senior classes 
• To what extend does your school community think that the curriculum has to be interactive and ICT-based in order to be engaging and worthwhile?
• Probably more of a priority for some subjects - due to HoFs and teachers 
• Community in general wants a balance between ICT-based curriculum and 'traditional' learning - academic side as well as university preparation still very important to school community 
• What are the key competencies needed by students as future citizens of the world? 
• NZC KCs: Thinking, using language, symbols and texts, managing self, relating to others, participating and contributing
• NZC Values: Excellence, innovation, inquiry, curiosity, diversity, equity, integrity, respect
• (See vision in image below)
• What curriculum & pedagogical changes does your school need to consider in order to develop these competencies? 
• More choice in topics and standards (within reason)
• More PD for teachers to enable them to engage 21st century learners through ICT 

Vision, NZ Curriculum, http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Vision 

References:

Futurelab. (n.d.). The learner's charter for a personalised learning environment. Retrieved from http://archive.futurelab.org.uk/resources/documents/opening_education/Learners_Charter.pdf

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Prensky, M. (July 7, 2011). Engage me or enrage me part 1. Retrieved from https://www.youtube.com/watch?v=2R8SyU2taBk

Provisional Essay Plan

This task for EDEM630 requires me to write a provisional essay plan to prepare for the first assignment. The assignment is based on the review of two change models applied to a context in education. This will also need an annotated bibliography of critiqued literature (at least 10 sources & 2000-3000 words), and a review essay (2000-3500 words).

Learning outcome actions

Publish a blog post of 350 words with a provisional essay plan. Questions you can consider include: What is my goal for writing this essay?  What information do I need to include? How will the information be organised? What is the personal change context you would like to focus on? What is the central thesis or key question you aim to answer drawing on the research on change with digital technology in education?  What are the main themes you plan to address in the body of your essay (bullet points)? What conclusions do you anticipate?  Post feedback comments on at least two essay plans from fellow learners, preferably colleagues who haven't received any feedback comments.

• Change with digital technology involves three key questions:
  1. What is the change (technology innovation)?
  2. Why is the change important / necessary?
  3. How does the change impact on teachers and learners drawing on the published literature on change models to understand the implications of change with digital technology?

My goal for writing this essay is to look at my context (high school BYOD implementation in 2016) and how two models of change could affect its implementation. The personal change context I would like to focus on is the implementation of school-wide BYOD, which is the current reality at my school for 2016. 

The information will be organised how Niki Davis has requested:

1. Title: Choose an appropriate title for your review essay 
2. Abstract Prepare an abstract of 350 words summarising the topic, key findings and conclusion
3. Introduction: Describe your context of change and research question including:
   • The nature and characteristics of the technology innovation (i.e. the what?)
   • An explanation of the importance and significance of the change for teachers and learners (i.e. the why?).
   • The thesis / or problem statement or research question What is the main idea, point of view or central question you will address in your review of the change model(s)
4. Body: This is the main part of the essay which should cover: 
   • A description of the two change models Identify two appropriate model of change which informs your thesis or problem. Summarise each model with appropriate connections to your topic / context. Then contrast and critique.
   • A review of the implications of the change model for your own context. You should cover both strengths and shortcomings or pros and cons of the model(s).
5. Conclusion: Including for example, recommendations for the future or lessons learned.

I will need to include the following information in my essay:

• Information on the 2 chosen models of change 
• Information on my specific context of change 
• Analysis of how the 2 chosen models of change could affect my context (i.e. implications of the models on my context)
• Strengths and limitations of the models

At this point in time I am unsure about the key question, themes and conclusions for my essay. Any help on this would be appreciated. 

BYOD implementation brainstorm, Simone Bailey, 2015 (Made up www.bubbl.us)

Readings:

1. Diffusion of Innovations, https://en.wikipedia.org/wiki/Diffusion_of_innovations 

• Diffusion of innovations is a theory that seeks to explain how, why and at what rate new ideas and technology spreads
• Popularised by Everett Rogers in the 1960s
• Rogers states that 4 main elements influence the spread of a new idea: the innovation itself, communication channels, time, and a social system (relies mainly on human capital)
• The innovation must be widely adopted in order to self-sustain

    

 2. Robinson, L. (2009). A summary of diffusion of innovation, http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf 

• An innovation is an idea, behaviour, or object that is perceived as new by its audience. 
• Peer discussion & networks are very important
• In diffusion of innovations it is not people who change, but the innovations themselves
• Popularity of innovation relies on: relative advantage, compatibility with existing values & practices, simplicity & ease of use, trial ability, and observable results. 

     3. Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. The Turkish Online Journal of Educational Technology. 5(2). 14-23.

• Discusses the innovators, early adopters, early majority, late majority and laggards. These are the groups of people/categories that innovations go through over time. 

   

4. CBAM video resources, published by SEDL. http://www.sedl.org/cbam/ 

• CBAM (concerns-based adoption model) is a conceptual framework providing tools and techniques in an educational environment. 
• Often new innovations are implemented in schools to improve student achievement but this isn't always the result. Instead of giving up if it 'fails' schools must understand the change process itself: stages of concern, levels of use, innovation configurations. 
• Process: Examine components, track progress, report findings, design interventions to help, measure implementation. 
• "Change is a process not an event"
• Change is a personal thing and different for many people. If you want successful change then you need to cater/understand the personal affect of change on people. 
• Concerns could be personal, management, student based or the actual innovation 
• Questionnaire and interviews used to find out engagement levels, feelings etc of teachers implementing the new innovation. 

   

 5. Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education. 2(2). 

• Providing the infrastructure (wireless etc.) is not enough to help and encourage teachers to use new ICT innovations. 
• Research indicates that slow process is due to a combination of technological, individual, organisational, and instructional factors - not just simply lack of access or time, or individual perceptions. 
• "Fundamental changes would need to be made in how schools are organized, how time is allocated, and how teachers are prepared." (Cuban, et al., 2001, p. 830).
• Teachers are generally more willing to adopt changes when there is adequate training, mentoring, access and technical support. 

   

 6. Wikipedia article on the technology acceptance model, https://en.wikipedia.org/wiki/Technology_acceptance_model 

• Technology acceptance model (TAM) is an information systems theory that models how users come to accept & use technology. 
• Perceived usefulness & perceived was-of-use are two of the main factors influencing the decisions made on how and why they will use it. 
• Originally made by Davis 

Source: http://www.vvenkatesh.com/it/organizations/theoretical_models.asp 

References

• CBAM video resources, published by SEDL. http://www.sedl.org/cbam/
• Diffusion of Innovations. Wikipedia. https://en.wikipedia.org/wiki/Diffusion_of_innovations
• Robinson, L. (2009). A summary of diffusion of innovation, http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf 
• Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. The Turkish Online Journal of Edcuational Technology. 5(2), 14-23. 
• Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education. 2(2). 
• Technology acceptance model. Wikipedia. https://en.wikipedia.org/wiki/Technology_acceptance_model 

Arena of Change

What?

The 'Arena of Change' model was designed by Davis (2008), and is a multilevel ecological framework. The model was presented to show the "interconnectedness of schools with multiple organisations and their impact on the change process" (Zaka, 2012, p 15). These organisations include commercial, political, bureaucratic and professional (Davis, 2008). The arena was designed to show the range of stakeholders involved in the change process, and highlights the complex nature of educational change (Zaka, 2012). It also brings attention to the combination of internal and external factors that can help or hinder when implementing change. Examples of the different internal and external organisations in the ecological model include the Virtual Learning Network (VLN), New Zealand Qualifications Authority (NZQA), parents, teachers and students. These organisations can occur on a school, district, regional, national or global level (Davis, 2008).

Niki Davis, Arena of Change, 2008

So what? 
The 'Arena of Change' model is valuable as it recognises that "a variety of ecosystems interact in the global biosphere and that a micro ecosystem, such as a classroom, is nested within another ecosystem, the school, which is part of the nation;s macro educational ecosystem" (Davis, 2008, p. 508). The model is valuable in the sense that it allows for the bigger picture to be seen, and forces educators and leaders to consider the wider impact of their choices and decisions. It is interesting to note that although schools often feel autonomous, there are so many internal and external factors that influence their decisions. It is important to note that teachers are considered the "keystone species" (Davis, 2008), and are essential partners in change. The teachers are responsible for the 'frontline' change as they design the classroom learning opportunities (Davis, 2013).

Now what?

After reading Restructuring of educational systems in the digital age from a co-evolutionary perspective (Davis, Eickelmann, & Zaka, 2013) and looking at Niki Davis's 'Arena of Change' mind map, the task for EDEM630 was to make our own mind map for our own research context. This requires me to think about how my research topic interacts with personal, institutional (local), regional/national and international ecosystems. I will need to identify the professional, bureaucratic, political and commercial/IT services aspects related to my specific area of research.

My research area is "Preparing for a BYOD environment".

The context of change in my school is that BYOD will be implemented at junior levels from 2016. Although many senior students bring laptops to school already, there will be a specific BYOD focus at junior levels next year. At the moment senior students are encouraged to bring devices to use in class, and are important with some subject specific assessments (e.g. research in Classical Studies). There are already COWs (computers on wheels) available for teachers and/or students to hire and use in the classroom.

My arena of change mind map for my specific context is below.
Please note: I tried using the online tool 'Mind Meister' but found this too difficult. I am no artist but hopefully you get the idea!

At the centre of this arena of change is the classroom. Within the classroom sit the teachers and students of the school, and the aim of the change is based on the successful implementation of BYOD. Successful implementation of BYOD will need and result in effective pedagogy, value added, engagement, professional development and student achievement.

Outside of the classroom sits the school. Within the school the BYOD implementation will be affected by parents, senior management, board of trustees and New Era IT (the IT provider of the school). All of these people play an important role in the infrastructure, mindset, management and professional development of the staff and school.

Looking outside the school and regional and national issues come into play. My school has chosen to use Microsoft OneDrive which incorporates OneNote, Outlook etc and has added bonuses such as free Word, PowerPoint and Excel. We use Kamar as our student management system and are members of the Pond and VLN. The school has a good relationship with Core Education and are currently using them to up skill a few teachers in regards to ICT in the classroom. In regards to restrictions we face, we always have to remember that the Ministry of Education, ERO and NZQA have specific targets, rules and expectations for us as a school.

From a global perspective there are many opportunities for professional development on BYOD. There are many videos, tutorials and articles on BYOD that can be found on YouTube, Twitter, TED Talks etc.

There is a huge push and expectation that schools should be preparing students to be active 21st century learners. The New Zealand government and MoE are encouraging "future-focused teaching and learning" and things like SNUP upgrades at schools help with the infrastructure. Although some say that students at high school today are "digital natives" I tend to disagree and argue that although students may be technology-saavy, their ICT skills don't necessarily correspond to school learning or knowledge. For example, many teenage boys are skilled at gaming, but these skills won't necessarily get them a job when they leave school.

Now what? Assignment 3: 

I plan to research and go into more depth on the leadership aspect of the 'Arena of Change' model. I will focus on how school leaders can use the model to implement positive change (BYOD implementation).
I also plan to look at priority learners using the 'Arena of Change' model, specifically Maori and Pasifika students. I will look at the community and organisations associated with these learners and how they can be consulted and included in the change process. I will also try to find research looking at BYOD/technology in the classroom and how this can be used to benefit Maori and Pasifika learners.

Literature suggests we need to be future-oriented and adaptable, adopting a more complex view of knowledge, that incorporates knowing, doing, and being. Alongside this we need to rethink our ideas about how our learning systems are organised, resourced, and supported. Educators need to consider:

• Personalising learning – how can you use technologies to build the school curriculum around the learner and more flexibly to meet learners’ needs?
• Building an inclusive learning environment – how you use technologies to:
  • enage learners, family/whānau, and communities in co-shaping education to address students’ needs, strengths, interests and aspirations?
  • provide access to anywhere, anytime learning?
  • support assessment and evaluation processes so that these are dynamic and responsive to information about students?
• Developing a school curriculum that uses knowledge to develop learning capacity – how can you use technologies to enable students to create and use new knowledge to solve problems and find solutions to challenges as they arise on a “just-in-time” basis?
• Rethinking learners’ and teachers’ roles – how can you use technologies to create a “knowledge-building” learning environment where learners and teachers work together?
• Building a culture of continuous learning for teachers and school leaders – what opportunities to participate in and build professional learning are afforded by technologies?
• New kinds of partnerships and relationships - how can technologies be used to facilitate this?

Bolstad, R & Gilbert J, et al. (2012)

References:

Davis, N. E. (2008). How may teacher learning be promoted for educational renewal in IT? Models and theories of IT diffusion. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 507-519). New York, NY: Springer. 

Davis, N. E., Eickelmann, B. & Zaka, P. A. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29(5), 438-450.

Ministry of Education. (n.d.). Future focused learning and teaching. Retrieved from http://elearning.tki.org.nz/Teaching/Pedagogy/Future-focused-learning-and-teaching#bolstad2012

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Zaka, P. A. (2012). Blended teaching and learning in a New Zealand rural secondary school: Using an ecological framework. (Master's thesis, University of Canterbury, Canterbury, New Zealand).

Publishing items for annotated bibliography

For this EDEM630 activity I need to publish an annotated bibliography from two sources which must include a journal article and a book chapter from an edited collection of chapters from multiple authors. These resources will be guided by my research topic (Preparing teachers for a BYOD classroom environment).

Journal Article 1:
Raths, D. (2012). Are you ready for BYOD? T H E Journal. 39(4), 28-32.
Description: This American journal article focuses on wireless networks and preparing schools to face BYOD and the strain this puts on wireless infrastructure. Most of the schools involved encouraged other schools to start preparing for BYOD years in advance. Students will most likely have more than one wireless device each which will put further strain on the wireless networks of schools.
Evaluation: Some of the information is not relevant as it has an American context and their systems are slightly different to those in New Zealand. It does include many practical suggestions that senior management and boards within schools may pay attention to, however it does not offer suggestions for teachers in classrooms. The MoE in New Zealand have supported this in schools through the implementation of SNUP (Schools Network Upgrade Project). The information provided is reliable from an American perspective.

Journal Article 2:
Dunleavy, M., Dextert, S. & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning. 23, 440-452.
Description: This qualitative study focused on 1:1 computing in two American schools looking particularly at the value and challenges faced by this set up. Results showed that the 1:1 devices provided unique challenges for teachers and did not automatically mean added value. Challenges included classroom management and hardware issues. There was an emphasis by the authors to provide valid and useful professional development to teachers in order to support them in adding value to 1:1 devices.
Evaluation: I found the article really engaging and useful for my area of research. It included a lot of observation and feedback from real teachers and students, which makes it more authentic. It was very honest with the findings and issues that occur with 1:1 devices. The suggestions made at the end to other educators is essential to look at when planning for a 1:1 environment.

Please note: I have not been able to find a relevant book chapter on BYOD in schools. Need to go to the UC library!


References:
Dunleavy, M., Dextert, S. & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning. 23, 440-452.

Raths, D. (2012). Are you ready for BYOD? T H E Journal. 39(4), 28-32.

Selecting a research topic

One of the first tasks that I have to complete as part of the EDEM630 course is to choose a research topic. This topic needs to be under the umbrella of change with digital technologies in education, and will play a large role in my upcoming assignments, research and reflection.

STATE your research topic and identify the specific digital technology (or technologies).  WHY did you choose the topic? What interests you about it? Do you have an opinion about the issues involved? WHO are the information providers on this topic? Who might publish information about it? Who is affected by the topic? Do you know of organizations or institutions affiliated with the topic? WHAT are the major questions for this topic? Is there a debate about the topic? Are there a range of issues and viewpoints to consider? WHERE is your topic important: at the local, national or international level? Are there specific places affected by the topic? WHEN is/was your topic important? Is it a current event or an historical issue? Do you want to compare your topic by time periods?

My research topic will be: "Preparing for a BYOD classroom environment" 

Source: http://elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices

I am interested in this topic because it is relevant to me and my work context. This means that my research will be informed from authentic experiences and reflection. This area of research interests me because hopefully it will provide some practical ideas and frameworks to support both myself and other teachers. The school I am currently working at are in the process of setting up BYOD for next year, and are busy getting things ready for this change. This means that this topic is very important and relevant to my situation. This issue is also relevant and important to other schools around New Zealand who are undertaking the same BYOD journey. The Ministry of Education are also currently keen to support and encourage teachers and schools in this area. Other organisations such as Core Education are also interested in supporting teachers in this area. This is not just a New Zealand issue, but an international one. It is a pressing issue in a lot of schools as educators try to prepare students to be contributing members of society who are equipped with 21st century skills. It also does not just affect high schools, but is relevant at primary and tertiary levels too. The information used in this research topic will be taken from my particular high school context, and will include data taken from students and teachers. I will be focusing mainly on the pedagogical/classroom side of BYOD implementation and supporting teachers with this. 

Some of the major questions for this topic are:

• What pedagogical tools can teachers use to support BYOD students? 
• What practical considerations need to be made to support teaching in a BYOD environment? (i.e. classroom layout, wireless connection, seating etc.) 
• How do we 'win' over teachers who are not keen on the idea of BYOD classrooms?
• What ongoing support will be provided to teachers to help them with BYOD?
• What professional development can be offered to teachers to enhance their e-learning skills in order to prepare them for a BYOD environment?

References:

Core Education. BYOD search. Retrieved from http://www.core-ed.org/search/node/BYOD

Ministry of Education. (n.d.). Learning with 1:1 devices. Wellington, New Zealand. Retrieved from http://elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices

Introduction

Kia ora and welcome to my new blog!

My name is Simone Bailey and I am a secondary teacher at a high school in Christchurch. I am in my fourth year of teaching and have almost completed a Postgraduate Diploma in Education endorsed in e-Learning and Digital Technologies through the University of Canterbury. I completed a Bachelor of Arts at Victoria University and then did my Graduate Diploma in Teaching and Learning (Secondary) at the University of Canterbury.

My main subject specialisation is Classical Studies and I am very passionate about it! I have been fortunate enough to take students to Europe to further their love of Classics and History.

Turkey, 2014 © Simone Bailey

I have set up this blog as a record of my professional development, reflection and for the course requirements of EDEM630. I decided to use Blogger because it is connected to Google and I am familiar with Google products from a personal and pedagogical framework. Prior to using Blogger I have had some experience with blogging using MyPortfolio and Interlead for appraisal and meeting the RTC. Setting up a blog on Blogger was a lot easier than I thought! I found the online tutorials helpful when setting it up, and this made it straight forward. My advice for first-time bloggers is just to go for it! I tend to learn best by doing, so diving in headfirst works well.