Getting Started | byodenglish

'There are good reasons for integrating technology into language education, and there are bad reasons' (Thornbury: 2011)

Before diving headfirst into a BYOD approach, it is very important to thoroughly consider the reasons for doing this. As with any new teaching ideas, just because something is new and trendy does not mean it necessarily has pedagogical benefit for our learners or is even possible in our contexts.

Many writers, such as Nicky Hockly and Graham Stanley call for a principled approach to the integration of mobile technology. They invite us to ask ourselves questions, such as-

‘Will it enhance the lesson?’

Any technology should support the learning process and enable learners to do something that they either cannot do, or cannot easily do, without it. Also, is it in line with your own teaching style?

‘Is it appropriate for the class?’

In other words, are the learners (and the teacher!) going to be able to use the technology in an effective way? As mentioned before, most of our younger learners are tech-savvy, but older learners may not have as much technical competency.

‘Is the technology you intend to use really the best option?’

Having decided that the use of technology in itself is justified, we need to make sure that it is actually possible to use. Is there a good Wifi connection for the learners to use or do they have their own internet access? it is also worth thinking about the suitability of the particular technology in terms of learning objective fit. Is there something else that would be better suited to the task?

‘Where should it be used?’

This is a question of classroom management and involves considering such factors as whether students have control over the technology or not and which interaction patterns will take place. It is important to note that the focus should be on all learners being engaged in the lesson and working collaboratively.

‘How does the technology fit into both individual lessons and the curriculum as a whole?’

The idea is for technology to complement the syllabus and not to feel like it has just been added in for the fun of it. As such, we should think about which part of the lesson to integrate the lesson in (at the beginning, middle or end) and where it should fit in a course as a whole.

If a good rationale can be given for all of these questions, it is time to take the first steps. Some hints are-

Negotiate the ground rules of acceptable smartphone use so all learners are clear on what is and what is not OK. This may involve clarifying the rules of netiquette (See 'The Core Rules of Netiquette' here)

Have all learners switch their smartphones into airplane mode and turn their notifications off. This will, hopefully, stop learners from being distracted so often and reduce the temptation to check social media.

Define the goals of any task clearly and make sure there is an appropriate time limit. This should help keep learners on task.

Try things out and experiment. Sometimes things will work, sometimes they won’t, but by analysing these successes and failures, it will be possible to find ways to enhance lessons.

Share what you learn with your colleagues and contacts.

To find some inspiration for integrating BYOD in your classroom, see Lesson Ideas.