Phases+of+Implementation

Overview

Questions to guide where you are at under

Technology Capacity

Where are you at as a leader? Where are your students at? Where is your administration and staff at? Mobile plan? How to teach digital citizenship? Questions to guide where you are.

According to the UNESCO //Turning on Mobile Learning in North America// (2012) working paper on mobile learning, an analysis of mobile learning initiatives throughout Canada and the United States suggest five conditions that are essential for a successful mobile learning initiative:


 * 1) Visionary leadership and commitment

"While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programmes are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member. The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments."

2. Robust technology capacity

A thorough analysis of broadband capabilities, hardware and software needs, data storage and internet filters, along with availability of tech support all need to be examined. Security and privacy issues must also be addressed.

3. Professional development

Teachers will need training in order to learn how to incorporate mobile learning into their classrooms. One of the biggest drawbacks to mobile learning initiatives is teachers who are simply using the technology to replace print rather than using it to change their teaching and students learning. "Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies" (UNESCO, p. 30).

4. Scalability

Start small but think big. It is advised that mobile learning begin as smaller pilot projects and then expand throughout a school. Mobile learning is relatively new in education and will entail some setbacks. Starting small encourages quicker recovery. Educators and students can reflect on the success of smaller projects and make changes accordingly.

5. Policies that promote and support the initiative

Schools and districts are beginning to lift bans on personal technology devices and are allowing students to bring in their own. Districts are changing the language in their rules form 'acceptable use' policies to 'responsible use' polices, reflecting the change in attitudes towards mobile devices in education. "The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behaviour with regard to mobile technology" (UNESCO, p.31).