Running head: PROJECT PLAN

Introducing BYOD to the Elementary Classroom: A Project Plan

Maureen Deming
EDU 627
Dr. Kathy Milhauser

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Introducing BYOD to the Elementary Classroom: A Project Plan

The benefits of integrating technology into education are numerous and welldocumented. Thoughtfully designed instruction that draws on technology can motivate and
engage learners (Cheng et al., 2009; Revere et al., 2011; Wlodkowski, 1999), give them multiple
means of accessing content and sharing understanding (Perkins, 2009), and draw upon the latest
neuroscience research about how the brain learns best (Bailey et al., 2015). Technology also
allows for more personalized teaching and learning (George, 2013; Song et al., 2012).
Deep River Elementary School (DRES) is piloting a 1:1 iPad program in the fifth grade
this year. Students in grade six only have access to a laptop lab, which is shared with grade five,
and a small set of classroom iPads. Since a decision about expanding the 1:1 program will not
come for another year, the faculty and administration at DRES have the opportunity to fill the
void with a bring your own device program (BYOD). BYOD allows students to leverage the
tools with which they are already familiar to advance their learning (New Media Consortium,
2014). With the prevalence of personal mobile devices, even in the upper elementary grades, it
is more practical than ever to allow students to use them in school (Project Tomorrow, 2014).
This paper presents the plan to design a BYOD program for grade six. This program will
encompass technological infrastructure, policies, and support for teachers to integrate BYOD
into the curriculum, culminating in a pilot classroom. The first section will define the scope of
the project, and detail the requirements, schedule, and budget. The next section features the
work breakdown structure, detailing the various tasks, as well as the responsible parties.
Afterword, the details of the communication plan and quality management plan are described.
Finally, a comprehensive schedule is provided.

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Stakeholders

Principal
Grade 6 Teachers
Students

District Technology
Coordinator
Grade 6
Paraprofessionals
Parents/Guardians

District Technology
Integration Specialist
Reading Consultant
Tier II Reading
Interventionist

DRES Network
Technician
Specials Area
Teachers
ELL Teacher

Project Proposal
Scope
The aim of this project is to introduce BYOD to the sixth grade classrooms of DRES by
April 2016 at a cost of 80 hours and approximately $372. This year, the fifth grade classrooms at
DRES are piloting a 1:1 iPad program. The sixth grade students, however, must share small sets
of classroom iPads and a mobile laptop lab. BYOD affords numerous pedagogical and learning
advantages (George, 2013; Song et al., 2012) on devices the students are already familiar with
(New Media Consortium, 2014).
This project includes analyzing and updating the schools technological infrastructure and
technology acceptable use policy. It also includes training teachers on incorporating personal
devices into instruction. The following table outlines in more detail what is, and what is not,
included in this project. Even more detail is found in the next section of this paper, the work
breakdown structure.
Included
Analyze and update Wi-Fi, security, hardware
for charging devices
Analyze and update acceptable use policy
Training teachers on integrating 1:1 devices in
all areas of instruction
Pilot Class
Communication with parents and Board of

Not Included
Purchasing devices and/or charging cables for
student use
Guiding parents to specific retail locations to
purchase devices
Developing specific lesson plans
Money for teachers to buy apps, e-books,
subscriptions, or accounts

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Education about benefits BYOD, acceptable
use policy, as well as student work and
progress
Fig. 1 Scope
The table on the following three pages presents the work breakdown structure.

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Requirements
In order for this project to succeed, several requirements must be met. Before personal
devices enter the classrooms, there are technology requirements that must be met. The school
must have enough Wi-Fi entry points to accommodate the increased user load. Security systems,
such as firewalls, must be in place to keep students and data safe. An integral part of this safety
is student and parent understanding of the acceptable use policy. Teachers must be willing to
participate in this project, which will involve extra training and meetings. Teachers must be
willing to adjust their instruction and pedagogy to integrate students personal devices. Finally,
there must be a sufficient number of students with personal devices in order to make this project
successful.
Milestones and Target Dates
1. Analysis of infrastructure and acceptable use policy completed November 20, 2015
2. Updates of infrastructure and acceptable use policy completed December 4, 2015
3. Meet with parents to introduce BYOD program Week of December 7, 2015
4. Train teachers on integrating devices January 8, 2016
5. Pilot class begins January 25, 2016
6. Follow up meetings during pilot class Every two weeks during the pilot, starting the
week of February 1, 2015
7. Pilot class ends April 29, 2016
Budget
There is a minimal monetary budget for this project. Most of the funds allotted will go
towards hardware: Wi-Fi hubs and power strips for charging. Some money is earmarked for

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parent communications that use mailings instead of electronic means. The cost in terms of hours
of work is greater. The following tables detail the budgeted costs in dollars (Figure 2) and hours
(Figure 3).
Item
Apple Airport
Power Strips
Postage Parent Mailing

Cost
$180
$16
$.49

Units
1
9
55
Total Cost:

Total Cost
$191.43 with tax
$153.14 with tax
26.95
371.52

Fig. 2 Monetary Budget

Task
Analyze infrastructure

Update, distribute, and install

hardware
Analyze and update
acceptable use policy
Parent Meeting to Introduce
BYOD
Teacher Training Session

Follow-Up Meetings
(approximately 5)

Employee
District Network
Technician, DRES Network
Technician, Principal
DRES Network Technician

Number of Hours
3 one hour per employee

District Network
Technician, DRES Network
Technician, Principal
Principal, DRES Network
Technician, Teacher (1)
Principal, Technology
Integration Specialist,
DRES Network Technician,
Teachers (3)
Principal, Technology
Integration Specialist,
DRES Network Technician,
Teachers (3)

6 two hour per employee

6 two hours per employee

12 two hours per employee

30 one hour per employee,

per meeting

Fig. 3 Time Budget

Communication and Quality Monitoring
While project plans typically include a number of components, including risk
management plans, stakeholder assessment, and change management plans, educational projects
most commonly include clear communications, schedules, and data to track progress. A clear
and thorough communications plan is essential to any project. Unclear or inappropriate
communications can derail any project at any time (Cox, 2010). By planning for the sharing of

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information, the project manager can increase buy-in from stakeholders (Charvat, 2002). Parent
buy-in is essential, especially since some may need to purchase a device for their child to use in
school.
A teachers schedule is always busy, and adding another project requires thoughtful time
management. A complete project schedule allows teachers time to plan lessons and activities, as
well as to plan for absences due to meetings and training. Administrators need time to train
teachers as well as time to meet with parents. By laying out the schedule at the beginning of the
project, adequate time can be given to each step of the project.
Quality management is very similar to the academic field of assessment. Decisions about
processes and products are made with data which is provided through the quality assurance
process (Post University, n.d.). If DRES wishes to expand the BYOD program, the pilot must
show success in transforming teaching and improving student learning. The proposed quality
management plan monitors progress towards the goals of the roll out program throughout the
project process.
Communications Plan
Recipient

Content

Channel

Frequency

Person
Responsible
Principal

Teachers, DRES
Network
Technician,
District
Network
Technician,
Technology
Integration
Specialist
Parents

Meeting
announcements and
reminders

Email

Announcement of
meeting/presentation to
introduce BYOD

Email (Parents
who have
requested paper
copy
communications

Before
training,
parent
information
session,
and before
each
biweekly
meeting
Once
Principal

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Parents

Updated acceptable use

policy for sign off

Students

Announcement of
BYOD program
Follow-up from
presentation to
answering questions

Parents

Parents

Examples of student
work with personal
devices

Board of
Education

Examples of student
work with personal
devices, data from
quality monitoring

will receive a
mailing.)
Paper copy sent
home in students
folder
In class

Once

Students

Once

Teachers

Email (Parents
who have
requested paper
copy
communications
will receive a
mailing.)
Class websites
and newsletters,
school Twitter
account

Once

Principal

Monthly
during the
pilot

In person

At March,
2016 and
May, 2016
board
meetings

Teachers
(websites and
newsletters),
Principal
(Twitter)
Principal,
Teachers

Fig. 1 Communications Plan

Quality Management
The quality monitoring plan has two areas of focus: instructional goals and the
communication plan. The table details how progress toward each instructional goal will be
measured. Afterword, the plan to monitor the communication plan will be explained.
Instructional Goal
To communicate clear
expectations and
accountability
procedures for
personal device usage
in the classroom.
To communicate clear
expectations and
accountability
procedures for
personal device usage

Method/Measurement
Quiz to check for
understanding.

Frequency
Once, during
the first two
weeks of the
pilot

Person Responsible
Teachers

Sign off on acceptable use

policy.

Once, before
pilot begins

Students, Parents

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in the classroom.
To use multiple
functions of personal
devices as an
integrated learning
tool.
To build team level
knowledge and skill
for consistent
successful integration
of personal devices.

To build team level

knowledge and skill
for consistent
successful integration
of personal devices.
All instructional goals.

12

Survey asking students

about prior personal and
school use of devices, and
preferences for using
devices in school.
Written lists detailing
various ways in which
devices are used, including
specific apps, programs, and
websites. These lists will be
shared and analyzed at
biweekly meetings.
Survey teachers about their
knowledge and use of
personal devices in
curriculum.
Meetings to discuss
experiences and lessons
learned.

First day of
pilot, before
developing
classroom
expectations
Weekly

Teachers

Once before
training, and
again during
final week of
pilot
Every two
weeks during
the pilot (see
schedule below)

Technology
Integration Specialist

Teachers

Principal, Teachers,
Technology
Integration Specialist

Fig. 2 Quality Monitoring of Instructional Goals

To monitor the quality of communications, a checklist will be used (Fig. 3). The person
responsible for each type of communication will complete this short checklist each time a
communication regarding the project is sent. After the pilot is completed and the final wrap-up
meeting is held, the principal will send out a final survey to parents, teachers, and network
technicians asking for their experiences and opinions about the communication for the project.
Date:

Type of Communication
Including Channel:

Recipients:

Was the communication sent

on schedule?
Were the planned channels
used to communicate?
Feedback from recipients:

Yes

No

Yes

No

Fig. 3 Communications Quality Monitoring Checklist

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Schedule

1. Contact parents to announce presentation of BYOD November 16, 2015

2. Meeting: analysis of infrastructure November 19, 2015
3. Meeting: analysis of acceptable use policy November 20, 2015
4. Updates of infrastructure and acceptable use policy completed December 4, 2015
5. Updated acceptable use policy communicated to teachers December 7, 2015
6. Announce BYOD program to students Week of December 7, 2015
7. Meet with parents to introduce BYOD program Week of December 7, 2015
8. Presentation follow-up sent to parents Week of December 14, 2015
9. Parent and student sign-off on acceptable use policy due December 22, 2015
10. Survey teachers about knowledge and usage of personal devices Week of January 4,
2016
11. Train teachers on integrating devices January 8, 2016
12. Pilot class begins January 25, 2016
13. Survey students about prior device usage and preferences January 25, 2016
14. Quiz to check student understanding of expectations and procedures Week of
January 25, 2016 or February 1, 2016
15. Written lists detailing device usage in classrooms Weekly during pilot
16. Follow up meetings during pilot class Every two weeks during the pilot, starting the
week of February 1, 2015
17. Monthly parent updates via class newsletters and websites
18. Set dates for meetings to discuss each instructional goal
19. Present at Board of Education Meeting March, 2016

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20. School vacations

21. Survey teachers about knowledge and usage of personal devices Week of April 25,
2016
22. Pilot class ends April 29, 2016
23. Final wrap-up meeting May 3, 2016
24. Final presentation to Board of Education May, 2016

The PLE page dedicated to this project may be found at

https://learningforthelonghaul.wordpress.com/edu-627/

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References

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Cheng, Y. & Yeh, H. (2009). From concepts of motivation to its application in instructional
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Cox, D.M.T. (2010). Project management skills for instructional designers: A practical guide.
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George, S. (2013, March 6). The future of education: Sajan George at TEDx UNC. Retrieved
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Perkins, D. (2009). Making learning whole: How seven principles of effective teaching can
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Post University. (n.d.). EDU 627 Managing instruction & technology: Unit 7 Monitoring &
controlling the project. Retrieved from
http://www.coursematerials.net/edu/edu627/unit7/index.htm

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Project Tomorrow. (2014). Speak up 2013 national findings: The new digital learning playbook,
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Wlodkowski, R.J. (1999). Motivation and diversity: A framework for teaching. New Directions
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