Over the next year or so the Middle School Team at Epping Boys High School will be undertaking action research on the implementation of BYOD and teacher capacity to implement it effectively. It will be run with a small group of volunteer teachers with strategies implemented in some of their classes.
This Action Research Project aims to investigate the factors influencing the implementation of the BYOD program at Epping Boys High. It will examine the extent to which students are currently engaging with the program and students’ attitudes to BYOD. Teachers’ perceptions of the program will also be examined in addition to teachers’ technology capabilities and the pedagogical frameworks underpinning the integration of technology in the classroom.
The aims of the project are to develop teacher capabilities in integrating technology in teaching practice with an emphasis on more collaborative, creative and productive uses of technology to enhance student learning. Teachers involved in the project will receive ongoing professional development and support.
The project will involve ongoing documentation and mapping against the Australian Professional Standards to assist teachers in the accreditation process.
The project will be developed in three main phases: pre-project, project, and post-project.
Pre-project Phase – collection of baseline data
Before the commencement of the project baseline data will be collected including student and staff surveys and BYOD usage statistics. In this phase teachers involved will be asked to submit 2-3 lesson plans explaining how they have used the BYO Devices in the previous month or so. Student focus groups will be run.
Project phase – implementation of professional learning and new skills
Staff will undertake a range of professional learning experiences and collaboratively develop ideas and plans for integrating new technology skills into their teaching practice. The lesson ideas will be implemented across a number of classes across Years 7-9. Teachers will meet to reflect on their experiences and review their lesson ideas. Teachers will be asked to submit a further 2-3 lesson plans. Teachers may choose to observe each others’ lessons or team-teach to explore levels of student engagement.
Post-project Phase – evaluation of project
The post-project phase involves re-surveying of students and staff, collection of BYOD usage statistics, and collaborative assessment of lesson plans and reflection on the successes and failures of the project. This phase may bring to light further areas for development in future projects or initiatives.
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Deputy Principal at a Sydney high school. Coordinating author of the new Geoactive book series.