Launching BYOD, “LOOCs” & More in This Week’s EdTech Report

Each week, Boundless keeps track of the biggest edtech news and brings you the highlights.

How to Launch a Successful BYOD Program
via Mind/Shift

Faced with the desire to integrate Web 2.0 tools into the classroom, the Katy Independent School District in Texas began a three year plan in 2009 toward digital integration. Since then, the district’s Chief Information Officer Lenny Schad has become the go-to guy for educators looking to launch and develop their own mobile learning strategies. With adistrict 63,000 students and 56 schools large, how did Schad do it? He says,

Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing.

Being Honest about What You Can and Cannot Do
via Education Rethink

As an educator, you undoubtedly have a long list of what you want to accomplish with your students. So did John Spencer, so with the new school year still fresh he pulled together a list of what he can do for them and what’s out of his reach. Take a look at a couple of his suggestions:

What I Can’t Do: Meet with each student one-on-one twice a week
What I Can Do: Meet with each student once a week

What I Can’t Do: Go to an entirely project-based framework
What I Can Do: Blend projects and assignments into thematic units

MOOCs’ Little Brother
via Inside Higher Ed

All the buzz in edtech about MOOCs means “everyone seems to want one, even if nobody yet knows exactly what they are or what they mean,” says Steve Kolowich. The University of Maine at Presque Isle is taking “massive” out of MOOC and replacing it with “little”: LOOC—little open online course. It’s a small-scale open course with only about 15 students. Think LOOCs are the new MOOCs?

How Overly Academic Learning Is Killing Education
via Teach Thought

In his essay, Terry Heick says Americans demand high levels of quality for consumer goods, like cell phones or cars. Yet, he argues, the same isn’t demanded of our learning systems. Has the highly academic nature of reading and writing standards detached learning from a student’s experience? Heick writes,

In creating this highly academic world, we’ve moved the content, the instruction, and the notions of success beyond the grasp of learners, into institutionally-centered constructs that ultimately erode learner and social capacity.

Do you agree?

Think we’re missing any important news? Tell us in the comments below!

Photo by Flickr user BES Photos

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