We first started experimenting with a BYOD policy at our K-8 school last year. At this point it's not at all unusual to see multiple math and science classes engaged in either a personal BYOD activity or a shared device activity throughout the day. We've had very little trouble with students going off task or accessing inappropriate material. I believe our success is due to the policies and procedures we established last year.
I've attached some of my materials for reference, but would love to hear what others have found successful.
BYOD Pilot Procedures
This may seem like a long process, it's been adjusted for teachers that now frequently lead BYOD activities, but we embraced the "start slow to go fast" philosophy when we switched from banning personal devices to allowing them in the classroom. We needed to make sure the entire community: parents, students, teachers and administration had consistent expectations and communication about wireless devices.
We have a Google Form for our student survey (attached here as an Excel file that you can edit and upload as you choose). The student survey helps keep the students feeling responsible for the privilege of using their devices and also gives our older students a voice in the process. Initially we used this survey after each activity, now we just use it as an occasional check-in.
This form can be altered for a semester-long agreement or one class activity. As many students recieve new devices over the winter break, I do recommend sending home a new form each semester.
Piloting a BYOD policy last year in which students used personal devices during class time, prepared us to roll-out a flipped classroom model in an 8th grade math class this year. In this model we issued school devices to each student which they could access in-class, before and after school and bring home. Attached are some of the documents we used to structure this pilot.
I'd love some input from other teachers that are using or considering a similar model.
Flipped Classroom Memo
We gave this memo to both students and parents. We also sent a simpler letter home to parents who may not have the language/literacy skils for all the information provided in the memo.
We continually re-inforce the pacing structure and dinner incentive for our students who still need an extra push to keep themselves moving forward.
The progress chart is displayed each class and milestones are announced and applauded. We use the progress chart as a positive tool to encourage students to keep progressing and are very careful to encourage students who are progressing slower so they are not de-motivated.
Each student signed a contract at the beginning of the pilot and they read it as a class each week to keep the expectations clear.
Students open a new word form of this document to check off each time they start a new chapter.