Classroom Management

Implementing a large mobile technology program with students, whether in one classroom or school-wide, presents a unique set of challenges. The information below gives some ideas of things you may want to consider in a classroom implementation and some products designed to make this more efficient.

Curriculum goals and integration plans
Policy issues
Implementation models
Set-up and on-going management
Classroom rules
Professional development

We provide a variety of on-site workshops on using mobile technology. Email us or call us at 800-679-2226.

Curriculum goals and integration plans

Prior to implementing your mobile technology program, it is important to identify what curriculum areas, skills, and standards you want to address. By thinking about this early on, you can make sure to choose hardware and software that will support your goals.

K12 Handhelds works with schools to help identify applications and curriculum solutions that can best address your specific goals and needs. Email us for more information.

Policy issues

When you are starting your mobile program, there are many policy issues that you will need to address. These include:

Who will own the devices — the school or the student?
Will students be allowed to take devices home?
How will issues such as damage, theft, and loss, be handled?
What written policies need to be put in place?

Ownership

The first policy issue to think about is who will own the devices themselves. For most public K-12 schools, the school chooses to own the devices and loan them to students. Some of these schools give students an option to purchase their own devices.

Private K-12 schools and universities often require that students purchase devices. If students are directed to purchase their own devices, it is important for the school to issue purchasing guidelines that include information such as requirements for the operating system, minimum memory, expansion, and software.

Taking Mobile Devices Home

Students gain the most benefits from mobile devices when they are permitted to take them home with them. This has been demonstrated in a variety of research studies. However, for many districts and schools, there is a great reluctance to let students take home devices. There is a concern about theft, loss, and damage of the devices.

Research has shown that programs are more effective when students are allowed to take devices home. We encourage schools to be creative in finding ways to develop policies so that students can take devices home. (See Written Policies for more information.)

Anecdotally, we have found that students who are entrusted with the responsibility of caring for devices do so with relatively low incidents of damage, theft, or loss.

Damage, Theft, and Loss

It is important to consider how damage, theft, and loss of devices will be handled. Most devicess come with a some warranty that covers most hardware issues except screen breakage. (In our experience, screen breakage is one of the more common problems.) It is possible to purchase additional warranty coverage. While not necessarily financially advantageous (because of the low cost of devices and the relatively low incidence of problems), some schools may elect to purchase this additional warranty coverage from the manufacturer. Third party insurance can also be purchased.

Because there are likely to be some problems with devicess, it is recommended that schools have a few extras available to be used as replacement units.

If devices are going to be transported frequently, used in outdoor environments, or otherwise used in a potentially rough manner, cases are recommended.

Written Policies

Two of the most common written policies that you may want to put in place are financial responsibility agreements and acceptable use policies.

Financial responsibility agreements are often used when the school owns the devicess and loans them to students for home use. These agreements look much like band instrument agreements. They are signed by both students and parents and typically state that the school is loaning the equipment to the student and that the equipment is to be returned to the school in reasonable condition. Often the value of the equipment is stated, so that parents know the replacement cost in the event of damage or loss.

In addition, school or district acceptable use guidelines should be examined to see if they need to be updated for handheld use.

Here are some examples of policies that some schools have put into place:

Learning in Hand – iPods and iPads, handhelds
Berrien County ISD
Plano ISD
West Hardin CSD
Hilton High School User Agreement
Corcoran Unified School District
Frisco ISD

Implementation models

There are a variety of implementation models that you might consider for your mobile technology program:

1:1 Ratio — Each student has a dedicated device. This is the ideal configuration, because it gives students maximum access. In many cases, a 1:1 ratio is the most advantageous model even if not all students in the school can participate in the program. Advantages of this model are access and few classroom management issues. The main disadvantage is the cost.

1:2 Ratio — Each pair of students has a handheld which they share. This model can be effective, especially in elementary schools where students are in the same classroom most of the day. Advantages are access and few classroom management issues. Disadvantages include lack of data privacy and issues regarding how students will share the handheld (especially for home use).

Classroom set — A set of five or ten devices are available for different students to use. This model can be used if students frequently do project work, in which each team of students can use one device. Advantages of this model are lower cost and some access to all students. Disadvantages include file management issues, lack of availability of the devices for personal use, and issues regarding how students will share the device.

Mobile lab — A set of 30 devices are available for different classes to check out. This is similar to a mobile laptop lab and may work best if teachers are conducting longer, contained projects that use technology, such as water quality environmental studies. Advantages include lower cost. Disadvantages include scheduling difficulties, “ownership” issues, management issues, and lack of availability of the devices for personal use. If you choose this model, we suggest a longer “check out” period, so that teachers have enough time to plan and conduct meaningful activities.

Set-up and on-going device management

Setting up 30 or more devicess is a challenge that merits the consideration of special techniques and tools. Areas to consider include:

Labeling the devices — Most schools permanently label the devices with the school's name, ID codes, and possibly bar codes. This can be done with inventory tags or with engraving. In addition, you should consider labels with the students' names to indicate which device is which. A label maker can be used for this.
Naming the devices — Each device will need to be assigned a unique user name. If the devices are being assigned to individual students, you might use their first and last name or their network name. Otherwise, a numbering scheme can be used, such as "NHS01".
Charging the devices — Each device will need to be fully charged before initial use. Failure to fully charge the devices initially may negatively affect the on-going battery life.
Installing applications and files — The methods and utilities for installing programs and files will vary depending on what kind of mobile device you are using, but set up efficient systems for imaging devices, managing updates, and installing content to save yourself time and make sure that students have what they need on their devices.

On an on-going basis, you will also need to think about syncing, charging, and file management issues. All of these will be best handled if you make the students responsible for these tasks and give them well thought out guidelines on how to do this.

Syncing will depend on the type of devices you have, but for devices like iPods and iPads that sync to iTunes, it is recommended that you have one central computer for this purpose. For some devices, network syncing is the best way to manage this.

Charging stations can be set up anywhere. Since each handheld comes with a cradle or cable, you aren't likely to be short of them, and may even want to check them out to students for home use. Charging is relatively quick, so most schools set up 5-10 chargers in a classroom for students to use as needed.

Setting up a system for file management is an important part of any mobile program. Teachers will need efficient ways to get files out to student devices, and students need efficient ways to get files back to teachers. There are many possible solutions for this. One of the best is to use Web 2.0 programs like Google Docs, which efficiently manages the sharing of Office-type documents. Learning management systems, such as Moodle, Blackboard, and Edmodo, have tools for managing and grading file exchanges. While some use network drives or email as a way to exchange files, doing so often results in duplicated or lost files.

Finally, an essential part of any technology program is having a "home base" where students know they can go to get all the information, files, activities, etc. that they need for class. Any web site can be used for this. A wiki or something like Google Sites is one option. Learning management systems, such as Moodle, Blackboard, and Edmodo, offer more sophisticated features and tools that are very useful. Whatever tool you choose to use, set up your home base and use it diligently!

Classroom rules

Before handing out devices to students, you will want to think about classroom rules for handheld use. The rules you set will depend on your specific classroom situation, your classroom management style, and your students, but here are some things to consider:

Rules about use only by the student
Example: You are responsible for this device. You should be the only one to use it. Do not loan your device to friends, brothers, sisters, or anyone else for any reason.
Rules about bringing devices to class
Example: All students are responsible for bringing their device to class each day, fully charged and ready for use. On the first occasion that a student does not have their device in class, a warning will be given. For each occasion after that, one demerit will be issued.
Rules about device use in class
Example: Devices are to be used in class only when permitted by the teacher and for designated purposes. No game playing or other off-task use is permitted during class.
Rules about using wireless in class
Example: Wireless is only to be used in class except as a part of a designated activity or with prior permission.
Rules about installing apps to devices
Example: No software, except that which is on the approved class list of software, shall be installed to devices. If you install other software outside of class, you are responsible for removing it before class, so that there is space available for classroom activities.
Rules about software licensing and illegal copying
Example: No software should be downloaded or installed to any device unless the proper license has been obtained. In addition, any copyrighted materials or other people's work should not be copied without the appropriate permissions.
Rules about cheating
Example: Exams, quizzes, and tests are to see what you have learned in class. No cheating will be permitted. This includes cheating using devices. Devices will not be permitted during exams, quizzes, and tests unless permitted by the teacher.

Professional development

Professional development is a critical component to any technology program. This professional development should include not only the basics of operating the devices and training on the applications being used, but also in the areas of classroom management and curriculum integration.

We suggest that an initial training focus on the basics of using the devices, as well as give an overview of curriculum integration possibilities and classroom management issues. Subsequent workshops could focus on specific applications, curriculum integration strategies, and lesson plan development

K12 Handhelds provides a variety of professional development options, including online courses and on-site workshops.