11 Sample Education BYOT Policies To Help You Create Your Own

We’re putting together some research for some upcoming BYOT policy content, and in the course of doing so found many existing policies enlightening. For starters, it is clear that some districts were more open-minded entering their BYOT programs than others. Many “policies” (not included below) were really more of a set of rules and consequences for breaking the rules than they were a supporting framework for teachers and students. In the end, every situation is different. There is no single “right way” to implement a BYOT program, so we’ve included 11 widely varying policy styles below, with each authoring school or district named inline. Bowling Green High School “Bring Your Own Technology” (B.Y.O.T.) Responsible Use Guidelines Purpose: Bowling Green High School uses instructional technology as one way of enhancing our mission to teach the skills, knowledge and behaviors students will need as responsible citizens in the global community. Device Types: Guidelines: Usage Charges: 1. 2. 3. 4.

1:1 iPad Initiative: A Four Year Study & Review Franklin Academy 1:1 iPad Initiative: A Four Year Study & Review by Teaching & Learning With The iPad Conference Abstract The Franklin Academy High School implemented a 1:1 iPad deployment a the beginning of the 2010-2011 school year. Over the course of the next two school years, the pilot was expanded to include all grades 9-12 in the high school. This deployment has reached 475 high school students and all teaching staﬀ. This study targeted our 1:1 deployment at the high school to investigate the impact the device has had on teaching and learning. Results of the survey hope to shed light on the impact the use of the iPad has had on academic gains as well as the development of the most important non-cognitive skills our program is founded upon. What Our Students Think About Learning With iPads: Survey Results What Our Students Think About Learning With iPads: Data About iPads & Student Achievement

Definition Of Digital Citzenship The Definition Of Digital Citizenship by Terry Heick As more and more students interact digitally–with content, one another, and various communities–the concept of digital citizenship becomes increasingly important. Which begs the question: what is digital citizenship? Well, first citizenship, which is formally defined as “the quality of an individual’s response to membership in a community.” So digital citizenship is nearly the same thing–“the quality of a response to membership in a digital community” would be a good first crack at the definition. Revising that might more clearly articulate the differences between physical and digital communities, so a decent definition of digital citizenship then might be “Self-monitored participation that reflects conscious interdependence with all (visible and less visible) community members” Still too wordy? This makes it useful not just as a visual for teacher understanding, but for students to discuss, internalize, and apply themselves.

How Do Schools Get Tech R.I.G.H.T.? Technology transforms the world in which we live. It can make the impossible possible and is the key to doing more with less. Yet many school leaders are apprehensive about bringing technology into their school, much the way the fellow in this clip fears one of his first sightings of snow: Those who fear technology don’t realize that it’s not the technology that matters—it’s how you USE it and more importantly WHO we become because of that experience. Students are not motivated by technology. The following presentation and framework help reframe and refocus our attention on what matters most; the learner and the learning. In order to get “TECHNOLOGY right”, we must first get “LEARNING right” and see the technology we use through these lens: Opportunity, not ObligationImpact, not IntegrationCompelling, not CoolEpic, not EngagedSignificant, not Sufficient Today, I had the honor of having this conversation in person with education leaders in Seattle. Additional Resources: