As you may be aware from this article, I have picked up a temporary block for next term as a teacher-librarian, without a library, delivering a digital skills program. As I have been working through the process of planning and programming for the term across each stage from Early Stage One up to Stage Three, it has occurred to me that I do not know that I will be able to achieve everything that I want to achieve with each stage group.
Much of what I want students to do, and what I have been asked to do with them requires computer access, and while there are two classes trialing a BYOD program, the rest of the school has no more than two or perhaps three computers in the class, plus an internet connected interactive whiteboard, or Promethean panel. There is a bank of school laptops which can be booked for use, but of course it would be highly unfair of me to book them for the whole term, and so I need to consider how I am going to go about having students, particularly in stages two and three, complete the problem based learning research task.
This, I believe, is where the flipped class will come into play. The specific skills and concepts that students need to learn, I can record videos to teach, and utilise in-flipping, where the video is watched together in the classroom as a whole class group, or the ‘traditional’ out-flipping where the students watch the video at home and bring their learning to the classroom. I may need to apply this to the research process itself though. Have students do all, or at the least the majority of their research at home, and do the synthesis and analysis, and prepare the presentation at school, in their lessons with me.
The other alternative, which will require a conversation with a variety of stakeholders, is to arrange for BYOD for my lessons. That is, allow students with access to devices to bring them in for use in my lessons. This frees up the school’s resources for those students that do no have access to portable devices, allowing them equal opportunity to complete the learning.
I am still undecided as to which approach I will take, however the point at which I will need to implement that aspect of my program is later in the term, and so I can have that conversation over the holidays via e-mail with the school stakeholders, and then begin the dialogue with the parents early next term.
I would love to hear from any of you who have had to juggle the issues of access to resources in this manner, and how you negotiated the challenges in order to get the best outcome for your students.