Inside One District's Decision to Go BYOD and the Steps to Getting There

In 2010, the technology landscape at the Indian Prairie School District (IPSD) was changing. New statewide standards for student achievement ushered in the need to prepare for online assessments as the district simultaneously contemplated ways to integrate more technology into its classrooms. The ultimate goal was to create a “borderless learning environment” where there were no obstacles to accessing technology. Stan Gorbatkin, assistant superintendent of Technology for IPSD was tasked with bringing this idea to life.

“We recognized right away that we were going to have to put in an enterprise-wide wireless network,” says Gorbatkin.

Whether the district decided to go 1:1 or BYOD (or as IPSD synonymously calls it, BYOT), mobile learning was the way to go. Regardless of approach, robust wireless Internet had to be a core component of any technology initiative. The state of Illinois had also adopted a new approach to student achievement in line with PARCC, the Partnership for Assessment and Readiness for College and Careers, whose standards align with those of the Common Core initiative. The PARCC assessments are delivered online so going mobile was a way for IPSD to satisfy two of its needs.

“We have hard wired computer labs, but those labs are used for different reasons and there aren’t enough of them to go around,” explains Gorbatkin. “It just makes sense to go more mobile and more wireless and it’s mutually beneficial from both the PARCC perspective and the general classroom technology integration perspective.”

IPSD’s access points were old and they hadn’t been strategically placed to deliver wireless Internet access in a number of classroom spaces so the district decided to pilot a new wireless infrastructure using Cisco Catalyst Series Switches, Cisco Aironet Access Points and wireless controllers. The new products increased the speed of the district’s Internet and allowed for more robust coverage. Over a period of 90 days, the pilot was rolled out at two IPSD sites. The pilot was a success and the district now operates in a BYOD environment.

Managing Multiple Operating Systems

The oft-repeated criticism of BYOD in a K-12 environment is the need for interoperability. If one student brings in an iPad, another a Galaxy Tab and another a Surface tablet you need to pick digital tools students can use on any device regardless of its operating system. Otherwise someone may not be able to complete a particular assignment. While there are device agnostic tools out there, it’s easier for a teacher to design a lesson if he or she knows exactly what device a student is working on. Then they can choose one learning app. The other issue is troubleshooting. For instance, there are many apps that allow you to create digital presentations. If students are all using different apps and they need help, a teacher has to know how to use multiple apps rather than just standardizing on one. Gorbatkin, has of course, heard this argument before.

“We’re accepting the fact that we’re not going to have everything look the same for all kids,” he says.

For example, some of the foreign language teachers in the district use an app called Arounder that allows you to take virtual tours of different countries. Although it is only available as an app for iOS devices, there is a website that Android and Windows users can visit. IPSD is also working on rewriting curriculum that incorporates device agnostic resources, which will be embedded into its learning management system. This should help to take the guesswork out for teachers. For the district, it’s all about creative problem solving.

“We’re more looking at the glass half full than half empty and we’re saying what are the benefits versus the obstacles,” says Gorbatkin. In addition, IPSD has not made the commitment to go completely digital. They still use traditional textbooks meaning the core of a class is still accessible to any student.

Getting Ready for BYOD

Teachers in IPSD are required to attend a two-hour class held by the district’s Instructional Technology department. Attendees learn about digital resources and research and assessment tools for getting student feedback. They also learn about popular apps and Internet safety, a subject the district has developed its own curriculum around. However, the biggest concern from parents isn’t online safety, it’s theft.

“Initially, some parents expressed concerns about letting their kids bring [devices] in. This is not something we’re requiring kids to do,” says Gortbatkin. “We always have school resources to supplement for kids that don’t have a device or have parents that don’t want to send a device.”

Parents were also concerned the device would distract students, but according to Gorbatkin the opposite has actually happened.

“Kids have devices now that they are allowed to use so they’re spending less time hiding them,” he says. “The key is to teach responsible use and good digital citizenship. We can’t police. Obviously, you have to have policies, procedures and safeguards in place, but it’s just an extension of what’s going on in every day life.” In fact, prior to implementing BYOD, students often reported they had more access to technology at home than they did at school, which proved to be a driving force in the district’s decision to allow students to bring their devices in, leveraging the technology they already at their disposal.

The Results

IPSD is in its second year of BYOD and teachers are already reporting a change in their classrooms. There is an enthusiasm that wasn’t there before. This may be due in large part to the ability of technology to personalize education.

“Teachers are telling us students are more engaged. You’re diversifying strategies to [reach] more learning styles with technology,” says Gorbatkin. The school conducted its own research survey and found that 90 percent of its students want BYOD in more of their classrooms.

Although BYOD in K-12 is less common than 1:1 where a district would provide each student with a uniform device, it’s worked well for IPSD. The initiative has gone a long way towards helping the district realize its goal of borderless learning.

“There are profound pros and cons about going 1:1 versus BYOD,” says Gorbatkin. One major factor is cost and in a district with 29,500 students equipping everyone with a device is no small feat. Neither is keeping the technology current, which would require a refresh every few years. Going BYOD has eliminated that associated cost for IPSD and the benefits of that decision far outweigh the drawbacks.

“I think where questions come up about the uniformity of resources we’re looking at the possibilities instead of the obstacles,” says Gorbatkin. “That’s just the mindset you have to have when you go into something like this.”

If you enjoyed this article and want to receive more valuable industry content like this, click here to sign up for our digital newsletters!