Running head: INSTRUCTIONAL DESIGN PROJECT BYOD 1

Instructional Design Project:

Bring Your Own Device (BYOD)
Holli Brown, Katherine Figueroa, Kathy Shipman, & David Weaks
Liberty University
Dr. Jennifer Courduff
EDUC 633

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Abstract
Thefollowingprofessionaldevelopmentmoduleisdesignedtohelpschoolsmeetthechangingneedsof
the21stCenturylearnerbytrainingteachersinvariousaspectsoftheBringYourOwnDevice(BYOD)
reform.ItincludesanintroductiontoBYODexplainingthatpersonaldeviceshavechangedthenatureof
howandwhatwelearn.Theinstructionaldesignmoduleconsistsofapreassessmentandfour
instructionalmoduleswhichincludeformativeassessmentsforeach.Theinstructionalmoduleswillbe
constructedusingvideos,links,andpresentationstoensureavarietyofmethodsareusedtoaddress
differentiatedneeds.Thefifthandfinalmoduleincludesbothformativeandsummativeassessmentsto
measuretheeffectivenessofthetrainingasawhole.Thetrainingidentifiesfourcommondevicesthat
canbemorereadilyavailabletostudentsaswellasmethodstoincorporatethemintotheirclassrooms
effectivelyandpurposefully,suchasincreasingstudentengagement,differentiatinginstruction,andas
assistivetechnology.TheteacherswillalsoreviewandbecomeproficientinBYODpoliciesand
procedurestodevelopappropriateprotocolswithintheirclassrooms.Inanefforttohelpdirectand
centerstudentlearning,teacherswillalsobeprovidedwithaccesstoresourcesaidinginBYOD
management.

Keywords:education,BYOD,professionaldevelopment,training,module,mobiledevices,
technology,21stcenturyskills,

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Instructional Design Project - BYOD

The Need
Based on current research, it is evident that teachers of the 9th-12th grade classroom need more
practical, pedagogical support and training for implementing a Bring Your Own Device (BYOD)
initiative (Baran, 2014). Considering best practices in education are grounded in research and
"evidence-based theory," it is unfortunate that there is not much to guide educational technology within
pedagogical practice or to prepare students ethically in their own practice (Spector, 2014). This module
seeks to introduce the teacher to practical steps that can be introduced into the secondary classroom to
help support a beginning BYOD initiative (Grant, et al., 2015; Prasertsilp & Olfman, 2014). In doing
so, this training module will provide participants the skills and resources necessary to use BYOD in the
classroom in ways that incorporate traditional learning with technology, thereby teaching both students
and teachers the skills needed to succeed in the 21st Century. The ISD addresses the need to increase
teacher awareness regarding BYOD including devices used, help them understand the importance of
incorporating BYOD in the classroom including examples of how to manage this, and expose them to
helpful information including resources to accomplish this.
The Goal
All training participants, whether instructor or administrator, will be able to experience a BYOD
initiative that is fluid in design, and includes a platform to share ways they have incorporated BYOD to
obtain periodically solicited feedback for improvement and initiative enhancement. By providing
specific professional development opportunities through the instructional design module and ongoing
professional development, teachers will be able to integrate mobile computing devices (MCDs) into the
curriculum (Prasertsilp & Olfman, 2014; Stanhope & Corn, 2014). After participating in this learning

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module, instructors and administrators will be able use mobile technology successfully as a tool to aid in
the education and learning process.
Task Analysis

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Context and Learner Analysis
This instructional design module is intended for teachers of grades 9-12 that may or may not
have incorporated BYOD into the classroom. The learners' skill set will be widely varied because
different educators own or prefer different devices. For instance one teacher may prefer to use a
smartphone while another prefers to use an iPad or Chromebook (Grussendorf, 2013). Some teachers
may have devices, but not have ideas for integrating devices into the classroom. Other teachers may
have devices they are comfortable with, and are able to incorporate them with some level of success into
the classroom environment. Professional development (PD) sessions will be differentiated to address
varied learning because each participant comes to this PD with a different perspective and thus a
different set of needs. For instance it is assumed that some participants will be Special Education
teachers and require components that address their need to be able to differentiate lessons for their
students. While others will have limited technology experience and therefore will focus more on the
technology presented rather than the differentiation aspects. Differentiation models may include mentor
teachers or small cohorts of teachers that include experienced users as well as inexperienced users.
This topic is likely to interest learners who are searching for ways to incorporate technology into
their classrooms whether it is for assistive technology, student collaboration, increasing student
engagement, or encouraging independent learning and student autonomy. According to Burns-Sardone
(2014), teachers are quite interested and have a favorable attitude toward incorporating BYOD into their
classrooms. Teachers are receptive to PD sessions concerning BYOD because it addresses the need for
learners to develop the capacity to utilize technology for specific, oriented tasks; a concept already
common in the workplace (Hayes, 2012). Learner attitudes will vary based on the perspective of the
participant because adult learners prefer to learn at their own pace (Burns-Sardone, 2014).

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Teachers also want to see the use of devices aligned with the curriculum. In other words, the
effort is not technology for technology's sake, but purposeful integration of technology (Grant, et al.,
2015). When using their devices, students are more engaged in content when they assume more
responsibility for their lessons such as collecting lecture notes, submitting homework, etc. Students
prefer using apps to learn vs the paper/pen method (Burns-Sardone, 2014). Overall, students are
satisfied, and as a result show more interest when BYOD is implemented (Burns-Sardone, 2014).
Depending on the level of experience in teaching, some teachers may be more receptive to new
information while others may find it overwhelming. This training module seeks to accommodate both
types of learners, the novice and the more technologically advanced.

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Module 1: Introduction to BYOD

Instructional Objectives
In this module, teachers will be introduced to the research behind Bring Your Own Device
(BYOD) programs, the reasons for incorporating technology in the classroom, and how to increase
student engagement using BYOD. Upon completion of the module, teachers will show improved
knowledge of BYOD, demonstrate an understanding of the importance of integrating technology in the
classroom, and identify how it relates to 21st century learning objectives.
Assessments
In The Systematic Design of Instruction, Dick, Carey and Carey (2005), discuss the importance
of assessing pre-content knowledge to determine a baseline for instruction. In the form of a preassessment developed using Google Forms, teachers will answer true/false, multiple choice, and survey
questions to assess their beginning knowledge, perception and attitudes of the BYOD initiative. At the
completion of the module, teachers will complete a multiple choice quiz, also developed using Google
Forms, in order to demonstrate growth in understanding of a BYOD program.
Instructional Strategy
After completing the pre-assessment, teachers will participate in a self-paced module by viewing
the introductory video. The video serves as an activating strategy and is followed by a Prezi
presentation. As the teacher interacts with the Prezi, research will be presented using text and
supporting YouTube videos to demonstrate the concepts of BYOD and the significance of introducing
21st century learning into the classroom.

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Module 2: Devices Used in BYOD

Instructional Objective
In this module, teachers will be introduced to the variety of devices that can be used within a
BYOD program. Upon completion of the module, teachers will be able to identify four mobile devices
that can be used in the classroom. Additionally, they will be able to determine how these devices can be
incorporated into the classroom as tools for increasing the learning experience for students.
Assessment
Teachers will complete a short, multiple choice quiz developed by the module designer, using
Google Forms to self-check for understanding of the information presented through the selected media.
This assessment will demonstrate the learners increased knowledge regarding the types of mobile
devices they will encounter in the classroom, and how they can apply this technology to the learning
experience of their students.
Instructional Strategy
This module will expose teachers to self-directed reading, a YouTube video, Prezi Presentation
and a post-assessment formulated from Google Docs as optional tools for use with BYOD. Teachers
will view the various media applications as they examine the benefits and disadvantages of various
devices within the BYOD program. Additionally, teachers will be provided an overview of the
importance of establishing Accepted Use Policies (AUP) and Internet Safety Procedures (ISP) for
students.
Module 3: BYOD in the Classroom
Instructional Objective
In this module, teachers will explore three different ways BYOD can be leveraged. Media
selected will demonstrate how instructors can increase student engagement, differentiate instruction and

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assist students with special needs using technology in a BYOD forum. Upon completion of the module,
teachers will identify which method is most applicable to their classroom needs.
Assessments
Teachers will indicate which implementation of BYOD most meets the classroom need
(increased student engagement, differentiated instruction, and assistive technology). Teachers will
indicate the reason for the method's appeal and the likelihood that this method of implementation will
have an, overall, positive impact to the classroom environment.
Instructional Strategy
Using on-line video libraries such as Teaching Channel, teachers will glimpse into classrooms in
the process of implementing BYOD. Each video will independently address increasing student
engagement, differentiating instruction and meeting the needs of Special Education students in the
classroom. Teachers will also study infographics to further understand the impact technology can have
on these three methods of implementation.
Module 4: Policies and Procedures
Instructional Objective
Bring Your Own Device is based on the theory that it will increase student engagement but
comes with many concerns including cyberbullying and distractions (Armstrong, 2014; Bruder, 2014).
There are many benefits and risks associated with BYOD, thus it is important that BYOD policies are
created and enforced (Bruder, 2014). In this module teachers will be provided with information related
to the policies and procedures pertaining to BYOD. They will learn best practices (Tips & Tricks) of
BYOD (Spindell, 2014). They will also become familiar with different procedures and resources for
BYOD management.

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Assessment
Using scenarios embedded into EdPuzzle, teachers will answer a series of Yes or No questions
developed from the scenarios, to demonstrate understanding of quality BYOD policies and procedures.
Instructional Strategies
Teachers will review sample best practices posters and documents that will assist in
implementing BYOD into the classroom. Videos will also be utilized to help teachers conceptualize
classroom management strategies mentioned throughout the documentation.
Module 5: Post Assessment
Instructional Objective
The final module of this course will allow participants to synthesize their learning and
demonstrate their new understanding by implementing a BYOD activity with students. Teachers will
reflect on the process as well as submit a lesson plan which they have implemented in the classroom that
incorporates a BYOD activity. Evaluation of the reflection and lesson plan by their administrator using
ISTE standards will demonstrate the level of understanding obtained during the course. Teachers will
complete a survey parallel to the pre-assessment developed using Google Forms to determine their
perception of BYOD and the effectiveness of the overall course.
Assessment
The post-assessment will occur in two parts: post-assessment survey and evidence of learning.
After completing a survey, teachers will post a lesson plan to a designated wiki; then read and respond to
two teacher's lesson plans. Teachers will also print a certificate of completion, attach the wiki-submitted
lesson plan to the certificate and follow local school staff development protocol for ensuring proper
credit is awarded for the completed module.

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Media Selection
There are many ways to present information to a learner in an instructional environment. Media
for instruction can take on multiple forms. In a traditional classroom, instruction can be presented in a
variety of ways to differentiate instruction and meet the diverse needs of the learners. In an online
learning environment, multimedia resources are incorporated to provide access to information as a
means to diversify instruction and satisfy the learners different instructional requirements. However,
providing students only with information does not suffice as instructors need to guide the learning
process to ensure students are actively learning. (Clark & Mayer, 2011) Understanding how the brain
processes and retains information is a key factor in improving how lessons are designed. The
instructional environment should be viewed as a system, a relationship among all components of that
system-the instructor, the learners, the material, and the technology. (Simonson et al. p.151) This is
instrumental when designing curriculum, units, and lessons because keeping the end in mind helps to
develop the most effective teaching practices. Having a clear understanding of the objective and goals
of the course help determine which media would be most effective to the design of the lesson or module.
The Bring Your Own Device instructional system design is an asynchronous training platform. It
is designed to meet the flexibility needs of the teacher and can be accessed via the web at the learners
convenience. The ISD is presented on a web blog page for organization and navigation. It is comprised
of four instructional modules and a fifth summative assessment module, with the five independent
modules contributing to the whole. Each module consists of two to four different multimedia
components per module to avoid overwhelming the learner. The four instructional modules will
conclude with an individual formative post-assessment, which will be compiled to construct the final
summative assessment in module five.

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Media selection for module one includes a pre-assessment for the entire training, including all
subsequent modules, using Google Forms to determine prior knowledge and attitudes pertaining to
BYOD. (Dick, Carey, & Carey, 2005) Google Forms is also used for the individual module postassessments to maintain structure and congruity. Additional multimedia selections for instructional
modules one through four incorporate a combination of two or more media including YouTube links
embedded in the module, Prezi presentations, AdobeVoice, infographics, and charts. Videos from
resources such as The Teaching Channel and EdPuzzle will be incorporated when it meets the
instructional objective. Having multiple combinations of text, graphics and audio contributes to the
multimedia effect in which people learn more using this method than with text alone. (Clark & Mayer,
2011)
Because this is an asynchronous training, multiple media and assessments are presented
throughout. Module five will be comprised of a final formative and summative assessment developed
using Socrative. It will also include a link to a Wiki for teachers to post the lesson in which they
incorporated aspects from the BYOD training and their reflections. This is included to promote
collaboration, knowledge building, and reflection to help improve practice (Sorensen, 2004).
Other than Adobe Flash Player, no additional supports are needed to access the multi-media
features of this training module. Learners will need standard hardware and software that provides
internet access in order to access this training module. Participants in this training modules will need
high-speed internet access in order to view the videos in several of the modules. The videos have been
downloaded from sites such as YouTube. Prezi presentations and assessments have been created by the
training module designers. Participants who are new to technology will be able to access this training
module and successfully complete all sections and assessments.

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References
Armstrong, A. (2014). Technology in the classroom: It's not a matter of 'if,' but 'when' and 'how'. The
Education Digest, 79(5), 39-46. Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/1470793951?accountid=12085
Adobe Systems Incorporated (2015). [Website]. https://standout.adobe.com/voice/
Baran, E. (2014). A Review of research on mobile learning in teacher education. Educational
Technology & Society, 17 (4), 1732.
Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education. Issues
In Informing Science & Information Technology, 11191-201.
Bruder, P. (2014). Gadgets go to school: The benefits and risks of BYOD (bring your own device). The
Education Digest, 80(3), 15-18. Retrieved from http://ezproxy.liberty.edu: 2048/login?
url=http://search.proquest.com/docview/1619303677?accountid=12085
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Retrieved from
http://www.hastudio.us/5_CV/thesystematicdesignofinstruction.pdf
Grant, M.M., Tamim, S., Brown, D.B., Sweeney, J.P., Ferguson, F.K., Jones, L.B., (July/August 2015).
Technology Integration in Third, Fourth and fifth Grade Classrooms in a Florida School
District. TechTrends, Volume 59, Number 4.
Grussendorf, S. (2013). Device ownership,'BYOD'& social media for learning.
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TechTrends, 59(4), 32-45. doi:http://dx.doi.org/10.1007/s11528-015-0869-3
Hayes, J. (2012). The device divide. Engineering & Technology (17509637), 7(9), 76-78.
Prasertsilp, P., & Olfman, L. (2014). Effective teacher training for tablet integration in K-12
classrooms. System Sciences (HICSS), 2014 47th Hawaii International conference on,
52-61. doi:10.1109/HICSS.2014.16

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Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009) Teaching and Learning at a Distance:
Foundations of Distance Education (4thed.) Boston, MA: Pearson.

Spector, J. (2014). Handbook of Research on Educational Communications and Technology. New York:
Springer Science Business Media
Spindell, A. (2014). Mobile Learning: Getting Started.
Sorensen, E. K. (2004). Reflection and intellectual amplification in online communities
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242-261.
Stanhope, D. S., & Corn, J. O. (2014). Acquiring teacher commitment to 1:1 initiatives: The
role of the technology facilitator. Journal of research on technology in education, 46(3), 252276. Retrieved from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.
com/docview/1528148569?accountid=12085