How to Manage a Classroom with the BYOD Approach

LaSalle College: Ped Day 2017 October 6th, 2017
How to Manage a Classroom with the
BYOD Approach
Rafael Scapin, Ph.D.
Coordinator of Educational Technology
Dawson College

• The Concept: What’s BYOD?
• LaSalle College BYOD Policy
• Classroom Management Theories
• The Use of Technology in Classroom Management
• Best Practices
• Questions
Content

Traditional Classroom (1350)
By Laurentius de Voltolina - The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202. Distributed by
DIRECTMEDIA Publishing GmbH., Public Domain, https://commons.wikimedia.org/w/index.php?curid=160060

Traditional Classroom (Last Century)

Active Learning Classroom
https://www.dawsoncollege.qc.ca/active-learning-classroom/

Active Learning Classroom
https://www.youtube.com/watch?v=H7xidmVt0uE

Disruption in the Classroom (Past)

Disruption in the Classroom (Today)

Bring Your Own ____
In Montreal, you can can bring your own bottle
(BYOB) to many restaurants:

Bring Your Own ____
Restaurants in Newfoundland have started a new thing:

Bring Your Own Device (BYOD)
Bring your own device (BYOD) refers to technology
models where students bring a personally owned device
to school for the purpose of learning.
A personally owned device is any technology device
brought into the school and owned by a student (or the
student’s family), staff or guests.
BYOD: Definition
In French:
• Apportez Votre Appareil Numérique,
• Prenez vos appareils personnels – PAP
• Apportez votre équipement personnel de communication – AVEC

LaSalle College BYOD Policy
Acceptable Use
• Students may be blocked from accessing certain websites
during class hours
• Devices may not be used to store or transmit illict or illegal
content
• Harass others
• Engage outside buiness activities
Students may use their personal and mobile devices to:
• Browse any content related to their classes
• Use the school Learning Management System (Léa)

Device and Support
• Connectivity Issues (wi-fi) are supported by IT Services.
• The college is not responsible for operating systems or
hardware-related issues
• Students’ personal devices must be configured with standard
apps (browsers, office productivity software and security
tools)

Security
• In order to prevent unauthorized access, devices must be
password protected.
• Students are prevented from downloading, installing and
using any app that’s not related to the class.
• The college is not responsible for any harm caused to these
devices

Risks/ Liabilities/ Disclaimers
• It’s the student’s and the teacher’s responsability to take
additional precautions, such as backing up files, projects,
emails, contacts or other on cloud-based websites
(Omnivox, OneDrive, Google Drive)

Case Study
In the class of Mr. Smith, Jane is a very nice and quiet student.
She does not bother the class. However, Jane spends her time
during the course on her cellphone, which is not banned in
class.
She does not make any effort and never finishes the work
requested, she is content to be present and have fun on her
phone in the course.
Her classmates, who have known her for a few months, and are
unable to collaborate with her, simply do the work required in
the activities without her. Jane does not make any progress in
school.

Questions
1. What should the teacher do with: Jane,
her colleagues and the class?
2. What are the most important classroom
management actions for you?

Classroom Management: The Beginnning

Classroom Management
Classroom management is a term teachers use to
describe the process of ensuring
that classroom lessons run smoothly despite
disruptive behavior by students.
The term also implies the prevention of disruptive
behavior.

Classroom Management
Evolution of Classroom Management
• Metacognition and Critical Thinking
• Management of the use of TM
• Team Management (Active Learning Classroom)
Active Classroom Management Techniques
• Old models (from the 1970s)
• In the presence of mobile technologies
• New teaching methods centered on the student

Classroom Management Theories
“Do not train children to learning
by force and harshness, but direct
them to it by what amuses their
mind, so that you may be better
able to discover with accuracy
the peculiar bent of the genius of
each.”
Plato

• Behavior Management Theory: B.F. Skinner (1960)
• Lesson Management: Jacob Kounin (1970)
• Assertive Discipline: Lee Canter (1976)
• Choice Theory: William Glasser (1998)
• Student Directed Learning: Alfie Kohn (2006)
• Orchestration: Pierre Dillenbourg (2010)

• Author of “The Science of Learning
and the Art of Teaching”(1954).
• Father of behavior modification in the
classroom
• He believed that a student’s behavior
could be reshaped through the use of
reinforcements.

• His work is based upon the idea that learning is a function of
change in overt behavior.
• According to Skinner, changes in behavior are a result of
individuals’ responses to events, or stimuli, that occur in their
environment.
• When a stimulus-response (S-R) pattern is rewarded, the
individual is conditioned to respond similarly in the future.
• The key to Skinner’s theory is reinforcement, or anything that
strengthens the desired response.
Behavior Management Theory: Skinner (1960)

• Skinner’s work in operant conditioning has been integrated into
both classroom management and instructional development.
When applied to programmed instruction, the following should
occur:
• Practice should occur in a question-answer format that exposes
students to information gradually through a series of steps.
• The learner should respond each time and receive immediate
feedback.
• Good performance should be paired with secondary reinforcers
like praise, prizes and good grades.
• Instructors should try to arrange questions by difficulty so the
response is always correct, creating positive enforcement.
Behavior Management Theory: Skinner (1960)

Behavior Management In the Classroom
Teacher Praises Teacher ApprovalInstant Reward
Providing Compliments, approval and encouragement.
Ratio of five compliments for every one criticism is
seen as the most effective in altering behavior in a
desired manner.

Lesson Management: Jacob Kounin (1970)
First detailed scientific analysis of the relationship
between teacher and student behavior.
Three major dimensions:
• withitness or "having eyes behind the head"
• overlapping or "teacher's ability to participate in two
events at the same time"
• smoothness or "the absence of sudden change that
may cause students to stop an activity and initiate
another in a timely manner or to hinder their thought"

Lesson Management: Jacob Kounin (1970)
It is necessary :
• continue the momentum or "the rhythm of the
activity".
• learning-related variety or "diversity of activities
proposed to students to prevent students from
reaching a state ofsaturation where boredom leads
them to disengage

Case Study According to Kounin
1. Observe Jane and show her that her deviant behavior
is perceived.
2. Approach her physically in the classroom and ask her
questions to involve her.
3. Provide interesting, varied and challenging learning
activities that lead the entire group to participate to
engage it.
4. Suggest Jane help with the designated tasks and ask
her what else how to help.

Case Study According to Kounin
5. Speak to Jane during group discussions to get her
involved in the activities.
6. Start by asking her simple questions that require yes
or no answers and encourage her little by little.
6. Recognize the progress that Jane makes even if they
are minimal and challenge her to do even more.
7. Assign Jane's responsibilities within the group and
not leave her aside because she refuses to work, do not
allow her time to be distracted.

Assertive Discipline: Canter (1976)
Teachers implement a clear structure and organization
to their classroom
• Every facet of the class environment is controlled by
the teacher
• Rules are carefully chosen and are clearly understood
by students
• Teacher expectations are known and explicitly stated
• There are positive and negative consequences
dependent on student behavior
• Acknowledgement and praise to reinforce positive
behavior in students

Assertive Discipline: Canter (1976)
Environment Modifications:
• Classroom rules and expectations are posted and easily
accessible for students to refer to.

Choice Theory: William Glasser (1998)
William Glasser, who developed Choice
Theory, believed that students are
motivated by four basic needs:
belonging, power, freedom and fun
If teachers can create an environment that satisfies
these needs, Choice Theory states that students will be
able to exercise self-control, thereby eliminating the
need for teacher-imposed discipline to manage the
classroom.

Choice Theory: Glasser (1998)
In a Choice Theory classroom
Teachers:
• create a “kind” environment
• expose students to different ideas and guide students in
exploring areas of interest
• follow through on rules and regulations agreed upon by
teacher and students together
• provide differentiation options, thereby benefiting
exceptional learners, since each student is allowed to
pursue his or her own interests.

In a Choice Theory classroom
Students:
• actively participate in setting up rules and regulations
for the classroom
• explore concepts that motivate them and are
intrinsically interesting to them
• accept teacher guidance in understanding the choices
they make
The Classroom: Reflects student interests

Two dimensions:
1. Satisfaction of basic needs: survival, belonging, power,
pleasure and freedom. Cooperation fosters the satisfaction
of needs.
2. The teaching style of the teacher: proposing activities
stimulate students, and help them, privileged way to carry
out the activity.

Case Study According to Glasser
1. Analyze the classroom curriculum and environment to
ensure that the needs for belonging, power, pleasure and
freedom of Jane are satisfied.
2. Discuss the issue with Jane, without reprimanding her
and having Jane's opinion on the problem of her
disengagement and what the teacher can do to help.
3. Explain to Jane that the teacher knows she has difficulty
engaging in teaching activities.

4. Ask Jane if there is anything you can do to make the
course more interesting for her, if there is something she
would like to do more particularly in the classroom or in
her group and if she would like to do it for a while.
5. Ask Jane or make her realize if there is something that
interested her more than others and that she would like to
know more and offer her assistance so that she knows
more about this subject that interests her.

6. Ask Jane to suggest a different way of doing the course
that would make her want to learn more.
7. Do not show disapproval and not punish Jane, but
rather strive to communicate with she to each course in a
friendly tone of various subjects. Make her understand
that the teacher is interested in her and would like to
help her succeed.

Student Directed Learning: Alfie Kohn (2006)
Student-Directed Learning (SDL) reflects a
constructivist approach to learning and
discipline rather than a behaviorist
approach. Alfie Kohn, its developer, states:
Corollary: Students will have little opportunity to do that
kind of learning if teachers and administrators try to
control or manage their behavior.”
“Axiom: Students learn how to make good choices by
making choices, not by following directions.

The Classroom/Environmental Modifications:
• Teacher should be circulating among students
• Classroom discussions should be conducted by
students, not teacher

Student Directed Learning: Alfie Kohn 2006
Classroom Management Strategies
• Create a positive learning environment.
• Create a caring community where students
collaboratively work together to solve problems.
• Active participation, high interest activities, and
discovery.
• Rewards are unnecessary
• Provide opportunities for students to help students
• Demonstrate patience as student discovers their
learning style and strengths

https://youtu.be/EQt-ZI58wpw

Orchestration: Pierre Dillenbourg (2010)
Orchestration refers to how a teacher manages in real-
time multi-layered activities in a multi-constraints context.
Many pedagogical scenarios integrate individual activities
(e.g. reading), teamwork (e.g. problem solving) and class-
wide activities (e.g. lectures.).
Some of these activities are computer-based, some not;
some are face-to-face while others are on-line.
Good for Active Learning Classrooms

Classroom Management Apps
Orchestration refers to how a teacher manages in real-
time multi-layered activities in a multi-constraints context.
Many pedagogical scenarios integrate individual activities
(e.g. reading), teamwork (e.g. problem solving) and class-
wide activities (e.g. lectures.).
Some of these activities are computer-based, some not;
some are face-to-face while others are on-line.
Good for Active Learning Classrooms

This pedagogical integration is mirrored by the technical
integration of different tools (simulations, quizzes, wikis,
etc.) distributed over multiple artefacts (laptops,
sensors, tablets). These integrated scenarios require forms
of management referred to as orchestration.
Orchestration originates in some frustration. Why are
technologies under-exploited in the schools,
despite the fact that, in Western countries, computers and
Internet access are ubiquitous, teachers are
computer literate, educational software is available, … ?

Generational Learning Styles
Diagram Source: Corbett, S. (2008). Targeting different generations. In B. Hoffman (Ed.), Encyclopedia of Educational Technology

Active Learning Activities
http://www.queensu.ca/teachingandlearning/modules/active/12_exm
ples_of_active_learning_activities.html

Group Activity
Discuss the pros and cons of a teacher and
student centered approach.
Which approach would be more effective
into a BYOD classroom?
Do you think we could have a blended
approach (teacher – student)?

Storing and Sharing Information

Source: http://www.youtube.com/watch?v=tkfOYtaumew
Problems With USB Keys / Flash Drives
Copyright(C)WarnerBros.Television

What’s The Cloud?
http://youtu.be/TTNgV0O_oTg

Popular Cloud Storage Platforms

Exchanging Files in the Cloud
Using the Cloud

Exchanging Files in the Cloud: Multiple Devices
Using the Cloud

Google Drive – Synchronous Editing
Source: http://youtu.be/A7y7NafWXeM
Using the Cloud: Collaborative Work

https://itunes.apple.com/ca/app/classroom/id1085319084?mt=8
Apple Classroom
Classroom turns your iPad
into a powerful teaching
assistant, helping a teacher
guide students through a
lesson, see their progress,
and keep them on track.
With Classroom, you can
easily launch the same app
on every student device at
the same time or launch a
different app for each group
of students. Classroom helps
teachers focus on teaching
http://appleinsider.com/articles/16/03/21/apples-classroom-app-goes-live-to-bolster-ipad-in-education

http://www.otus.com
https://www.youtube.com/watch?v=fqFyMzDsEXg

http://www.nearpod.com
The Nearpod platform enables teachers to use their Tablet to
manage content on students’ mobile devices.
It combines presentation, collaboration, and real-time
assessment tools into one integrated solution.
Teachers use Nearpod to share content with their students and
to manage the flow of the lecture.
Students use Nearpod on their mobile devices to receive
multimedia content and to participate in engaging assessment
and collaboration activities.

http://www.nearpod.com
https://vimeo.com/129830045

http://www.cornsoftapps.com/smartseat/
https://www.youtube.com/watch?v=yhrmrlnyN8g

http://www.socrative.com
Socrative is a cloud-based
student response system
developed in 2010 by
Boston-based graduate
school students.
It allows teachers to create
simple quizzes that
students can take quickly
on laptops, tablets and
smartphones.
Try quiz with teachers

http://www.kahoot.com
Kahoot is a collection of
questions on specific
topics. Created by
teachers, students,
business-people and social
users, they are asked in
real-time, to an unlimited
number of “players”,
creating a social, fun and
game-like learning
environment.
https://play.kahoot.it/#/k/b7196c74-d229-47c7-be11-6d21fa6871ad

https://www.lenovosoftware.com/lanschool

Resources
Fundamentals of Classroom Management
Resources for developing routines, fostering classroom community,
managing disruptions, and building student relationships.
https://www.edutopia.org/article/new-teachers-classroom-management-resources

“If you can change a classroom, you
can change a community, and if you
change enough communities you can
change the world.”
Erin Gruwell

rscapin@dawsoncollege.qc.ca
rscapin
DawsonITE Blog
http://dawsonite.dawsoncollege.qc.ca
Contact Me
Rafael Scapin, Ph.D.

How to Manage a Classroom with the BYOD Approach

How to Manage a Classroom with the BYOD Approach

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à How to Manage a Classroom with the BYOD Approach

Similaire à How to Manage a Classroom with the BYOD Approach (20)

Plus de Rafael Scapin, Ph.D.

Plus de Rafael Scapin, Ph.D. (20)

Dernier

Dernier (20)

How to Manage a Classroom with the BYOD Approach