There are many models of tablet integration into the teaching-learning process, from shared carts to one tablet per every one student (1:1, or 1-to-1). One model that is growing in schools, due to the large investment of the hardware, is BYOD that means “bring your own device”.
Many children and teens already have their own tablets for games and recreation. Why not turn them into learning tools? In this model, students use their own devices in the classroom to access and complete school activities.
The Centro Educacional Brandão (CEB), a school located in São Paulo, Brazil, consolidated their BYOD technology initiative for 6th, 7th and 8th grades with the help of the Mosyle educational platform. The project was successful across students, teachers, parents and guardians alike.
The Mosyle Team interviewed the IT coordinator responsible for the BYOD project at CEB, Neusa Canotilho . She explained the BYOD implementation process, highlighting the importance of diagnosing the use of mobile devices by the students and guiding them to the responsible use of tablets at school.
Mosyle: Why did you choose a BYOD model?
Neusa Canotilho: Our school is full-time and between late 2013 and early 2014, we found that many students were bringing tablets to use during down-time. We decided to leverage the use of the tablets, to no longer solely to be used as a toy, but to become a study tool . We conducted a survey and discovered that 82% of students had their own tablets in which they could bring to school to carry out their studies.
M: How did you inform the school community about the choice of a BYOD model?
NC: Using the results of the survey, we started to think about a project we could implement with students in the 7th grade. Doing so would allow us to monitor the progress of the project until the end of their 8th grade year. We invited parents and guardians of these students and presented the outcome of the research as well as the proposal of using Mosyle. At the meeting a representative from Mosyle was in attendance and demonstrated the platform’s potential as well as answered questions from families.
M: Was there any fear or hesitation from parents and guardians?
NC: When the project was introduced in 2014, parents requested that we supervise tablets so external communication restrictions on the iPad would be capable. The tablets remained under supervision for 6 months, but only for a short number of restrictions. After this period, with much guidance for students about the responsible use of these tools, we removed the supervision. This year, parents have favored the removal of supervision so that functions were not limited if students were absent from school. So we have worked unsupervised, but not forgetting to accompany and guide students. The school internet network is available to students during class periods and includes the same website filters hat are used on the computers in the computer lab.
M: Did you encounter any technical difficulties?
NC: We had a little trouble in the beginning trying to understand all the features of the MDM. But, with the great support offered by Mosyle, in about two weeks we were capable, confident and independent in the management of the devices.
M: How do you use the features provided through the Mosyle MDM?
NC: The features we use the most are the location services to find the tablets when students forget where they left them or to create new passwords when students forget. With the MDM, we released Internet access by school network (created an exclusive profile for students, with filters to some internet sites – pornography and social networks) and massively install applications on student tablets.