A few weeks ago, I suggested the idea of iBYOT, an idea I’ve briefly elaborated on before:

Three days ago, the mounting frustration finally escaped in the form of a proposal. As a veteran podcaster–and reluctant vidcaster–I found myself despairing at the thought of asking tech-newbie teachers in Bring Your Own Technology (BYOT) situations to create flipped classroom content using a wide variety of classroom technology available in their classrooms.
What if, I wondered, we could provide teachers with an easy to use creation tool that integrates perfectly with existing district programs? In my mind, I pictured a jumble of technologies that would be replaced by the iPad as a creation tool for generating BYOT/blended learning content…it’s on the fact that there are so many disparate tools to combine to get the desired result.

That blog entry had quite a few detractors. Either I’d oversold the cost of computers or under-delivered on the professional learning for teachers, as this one comment points out:

So where in your budget are the allocations for your teacher training and/or (really low) stipends for teachers to invest time and energy into flipping their content to a digital format? Please don’t forget the people factor. So much of what we want to happen in the classroom glosses over the most important part-teacher buy-in, support, and the interpersonal factor.

This past week, I had some more time to reflect on this and put together this draft proposal. I’m grateful to colleagues, such as @diben, who haven’t been afraid to offer constructive feedback!

Creating Mobile Learning Communities

Abstract

A iBYOT Mobile Learning Community program needs to be established at East Central ISD. Last year, the District launched a BYOT initiative at  all secondary campuses. As a result, teachers at those campuses need  more opportunities to learn how to successfully teach in this type of environment.  Consequently, by participating in the iBYOT Mobile Learning Community program, teachers’ strategies and skills will blossom .

Proposal

Need

Participation Requirements

iBYOT  Mobile Learning Community Program Details

A. Program Overview:

B. Participation Requirements

C. iBYOT Educator Pack

1. 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
2. iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
3. iPad case – This protects the main investment.
4. Display adapter – This connects the iPad to any digital projector.
5. Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.

D. Timeline

Funding Source and Cost

6. $575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
7. $100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
8. $45 case – This protects the main investment.
9. $49 per display adapter – This connects the iPad to any digital projector.
10. $2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.

Conclusion

Approval of this proposal to take advantage of existing funding that will allow the District to address gaps in the pilot BYOT launch and create a sustainable system of online professional learning that builds on success. Success may be defined as successfully having 4 cohorts of District educators complete the online course.

Appendix 1 – Professional Development Opportunities for Educators

Appendix 2 – iBYOT Application Process

1. $575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
2. $100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
3. $45 case – This protects the main investment.
4. $49 per display adapter – This connects the iPad to any digital projector.
5. $2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.

Appendix 3 – Blended Learning

• In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012). Source: Educational Leadership (March, 2013).
• In general, teachers who are flipping their classrooms report higher student achievement, increased student engagement, and better attitudes toward learning and school. Many flipped teachers report that their job satisfaction has improved and are feeling re-energized by their heightened interaction with students. This initial research suggests that the Flipped Learning model is promising and warrants further inquiry. Source: The Flipped Learning Executive Summary
• “We can now share classroom materials more easily, serve students when they are absent, and ensure a consistent curriculum, as well as accurate classroom content for substitute teachers.” The benefits also extend beyond the student body, because parents often watch the online videos with their children at home. “Not only are we educating our students, but we are also educating the entire community.” Source: Case Study on Flipped Learning

More resources online at http://flippedlearning.org/domain/41

Appendix 4 – An Excerpt from the Course Syllabus for iBYOT eLearning

Note: This syllabus was adapted from Kevin Scritch’s work (Twitter: @kscritch) at http://ce.fresno.edu/CPD/syllabus/citectec982.pdf for educational, non-profit purposes. Thank you for the inspiration!

“The flipped classroom model can be highly motivational, provide for very individualized (differentiated) instruction, increase problem-solving opportunities, enhance blended learning practices and increase contact between teacher and student through more hands-on interactions” (Source: Kevin Scritch).

1. Research and reflect on what the literature states concerning the positive and negative elements of the flipped classroom in comparison to the traditional classroom. (15 points).
2. Create a video lesson via various iPad workflows. (30 points).
3. Explore and create a project-based learning (PBL) activity as a companion to flipped classroom video. (30 points).
4. Create an online presence (GoogleSites) for your classroom to put all the tools together in one place. (15 points).
5. Create an implement a professional learning network of other educators that use the flipped classroom model. (10 points).
6. Extra credit: Facilitate a flipped classroom professional development session for fellow teachers (10).

Check out Miguel’s Workshop Materials online at http://mglearns.wikispaces.com

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