This chapter examines the importance of intentionally planning with an instructional framework to leverage the use of technology. The author provides an integration framework to support middle and secondary language arts teachers. The author shares how she has refined the process of using mobile phones in her classroom. Initially, her focus was on trying new mobile applications in her language arts classroom by adding technology to existing lessons or adapting lessons to use with the mobile application. Next, she became more strategic, examining student thinking and actions throughout a daily workshop lesson and developing and applying a resource guide for mobile applications specifically geared for each lesson segment of class: opening, work period, and closing. No longer focused on application fit or application first, the author shares the transformative power of deliberately planning for the use of technology: a practice that has improved her clarity and amplified student learning.
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In the classrooms at my school, the inception of bring your own device (BYOD) was met with denial, fear, or enthusiasm. Thomas, O’Bannon, and Bolton, 2013 described cellphones as the “Swiss Army handheld multitool with computerlike capabilities” (p. 296). Initially, my primary focus in using mobile phones was using this multitool for engagement and fun. During this time, standing apart as an innovative and engaging teacher could be as simple as pairing students to use a phone to play a Kahoot review game or letting students use a search engine to answer a quick question. A 2013 survey of teacher attitudes towards mobile phones found that teachers saw using phones as positive for engagement and motivation and negative because of access problems and class disruption (Thomas et al, 2013).
During this time of flourishing technology, educational agencies began refining the concept of effective technology integration. AdvancedEd, a school accreditation organization, included the following concepts as important to measuring effective technology integration in schools: relevance, engagement, achievement, teacher empowerment, home and school communication, and accountability (Zucker, 2012). With these new standards in place, my district recognized the importance of empowering teachers to become technology leaders; this led to a lasting partnership with a local large university’s iTeach program in a TechEd’s initiative. As a part of the inaugural TechEds group, I vacillated between feeling overwhelmed and empowered. The mission of the PCSD TechEds is to promote transformative learning through blended/personalized learning (Barton, et al, 2020). During the 2014-2015 school year, TechEds gave me the opportunity to partner with teachers from all content areas from the middle and high schools throughout the district where we participated in six days of professional development, regular job-embedded coaching, and model technology visits. A portion of my training was designated for phones and BYOD. Through my TechEds experience, I learned how to develop BYOD routines, apply technology integration models, and vet and share mobile applications. In addition, I received personal coaching and was able to share my learning as a model classroom and participate in visiting other model classrooms.