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Summary of "Developing a Classroom Plan for Device Management"
Develop a Classroom Plan for Device Management
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Summary of  "Developing a Classroom Plan for Device Management"

Summary of "Developing a Classroom Plan for Device Management"

Author: Kathleen Johnson

This lesson summarizes core learning objectives relative to developing a classroom plan for device management

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Summary of "Developing a Classroom Plan for Device Management"

Source: Digital Access Key Image; Morgue File;

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Hello, ladies and gentlemen, and congratulations. You have just finished all of the lessons in the unit on developing a classroom plan for device management. Now that we are at the very end of this unit, I want to take just an opportunity to review on all of the major elements that we've covered in the unit and the objectives that you have now mastered.

Like with every other tutorial that came before this, we are going to begin our summary with a quote, by Pliny the Elder, which states, "from the end spring new beginnings." And that, I believe, is so true in our case. Even though this unit has come to an end, this is just the beginning for all of the ways that you are going to be able to implement what you have learned into your teaching environment.

First, let's go ahead and review on the objectives that you have now reached now that you're at the end of the unit. You're able to not only survey the available resources-- the hardware and software-- that you're going to use within your classroom, within your school, and within your district, but you also have had an opportunity to understand and explain the various elements of student AUPs, and RUPs, and those other pre-existing policies and procedures that might exist within your school or your district. You also had the opportunity to dig a little bit deeper and see sample ones if there aren't any pre-existing policies where you are teaching.

You had the chance to look at all of the tools available to you to really create a solid set of classroom expectations based on those tools and building policies. And finally, you had the opportunity to really reflect on how useful and effective those classroom expectations that you have created are in your specific teaching environment. Let's go ahead and look back through each one of these objectives to review some of the major elements involved in reaching that objective.

Within that first objective, you really got the opportunity to look at some very specific resources that exist out there as you are planning the hardware and the software that you want to implement in your classroom, in your school, and for some of you, into the district. Remember within teaching, we do not need to reinvent the wheel. When good tools are out there, we want to use them. And you've had the opportunity to see what those look like.

You even have the opportunity to look at what good tools there are out there that require no cost to you, as an educator, or to your district-- the open source software that's available to you to use in your classroom. And then some of the advantages and limitations that go along with that software.

You've also had the opportunity to look at all of the questions that you should be asking as an educator, as a school, and as a district when you're looking at switching over potential hardware and software within your classrooms. This has so many excellent applications to the work that you are doing as a professional. So many schools are quickly riding the wave of changing over to a one-to-one ratio with students and technology, and our society is clearly coming to a head on whether or not that is going to be in the best interest of the schools and the students. So having all of that background and a strong understanding at what's available is really going to put you at the forefront of this new wave of digital learning.

The second major objective that you encountered was your ability now to explain student AUPs and RUPs, and look at how they interact within the other elements that your district has created. You got an opportunity to really hone in on the definition of what acceptable use policies are and responsible use agreements can be. This is really important as we begin to look at the benefits and potential drawbacks of these that you have a solid foundation of what each one of them means. And you now have that.

You also have had the opportunity to look at a number of sample documents, as well as resources that are available to you as you begin to create new ones. Finally, you had the opportunity to really compare all of the benefits and the drawbacks of various acceptable use policies and responsible use policies, putting you in a position as a professional to be able to go back to your department, to your school, and to your district and say, I have a level of knowledge on the benefits of each of these possible policies. And I can apply them to our specific students and schools so that we have a good idea of the best way to implement all of these elements.

The third major objective that you have now achieved is the ability to create a set of classroom expectations that are strongly based on those available tools and building policies that are already in place in your teaching environment. Within this, you first looked at the acceptable use policies as they are divined by the Consortium for School Networking. And it's really important that you understand that acceptable use policies need to meet a certain number of elements and why they're put in place as you begin using them to develop your classroom expectations.

You got the opportunity to really look at a step-by-step process for creating those rules and expectations in your classroom. And also how to implement those rules. I find this was one of the most difficult things as I was starting out teaching.

So if you are a first-year teacher or an early teacher who is early in your career, this is so incredibly helpful as you begin to implement these expectations in your classroom. And for those of you who have been teaching for a while, reviewing this step-by-step process can be incredibly helpful to you as you now become a mentor to those new teachers entering your building. Classroom expectations are so important, and can save teachers and students and parents from many potential headaches.

Finally, you got the opportunity to really look at the tools that are available to you to reflect on the usefulness and effectiveness of those classroom expectations. You got an opportunity to look at the definition of acceptable use policies and responsible use policies from the vantage point of reflection-- which one of these two options is going to be most beneficial for me? And how am I doing at implementing those policies within my classroom?

Finally, you got the opportunity to focus in on the reflection of the expectations that you've created, specifically from the perspective of Marzano's framework. As well as reflecting on acceptable use policies and responsible use policies from a smaller subsection of Marzano's business framework, making sure that you are solidly going through and reflecting on everything that you are implementing in the classroom.

As we have said before many times in this unit, reflection is often the first thing to go when you are pressed for time, and yet, it is one of the most important things you can do as an educator, as well as a human being. Getting into the process of reflecting on the actions and the choices that you make each day, and continuing to better yourself as an educator.

When we look at all of these various objectives that you have now met at the end of the unit, it is clear to see how each one has really built upon the previous. Once you had that solid foundation in understanding the resources that were available to you when selecting new hardware and software opportunities for your school and classrooms, you then were able to really look at how the acceptable use policies and responsible use agreements could really be implemented using these new hardware and software elements.

Once you had both of those under your belt and a strong foundational knowledge of what each looked like, you then were able to look at different ways in which you can create a set of those classroom expectations. Expectations that were based on the resources that you have in your classroom, as well as the policies and agreements that are already put in place in your school and school district.

Finally, we wrapped it all up with an emphasis on reflection, looking at how useful and effective those expectations are in your specific classroom.

It was a pleasure having you with us. I hope that you continue to take everything that you've learned and use it as your new beginning as you go forward in all that you do in your classroom. Thank you.

Notes on "Summary of Developing a Classroom Plan for Device Management"

(00:00-00:48) Intro

(00:49-02:00) Objectives Overview

(02:01-03:43) Objective 1 Explained

(03:44-05:03) Objective 2 Explained

(05:04-06:35) Objective 3 Explained

(06:36-07:59) Objective 4 Explained

(08:00-09:30) Review Objectives Connections