Recently, my classmates and I were given assignment that required us to work in groups with people not necessarily in the same discipline as us to design a lesson plan that incorporated the Bring Your Own Device (BYOD) issue. It was interesting to see the lesson plans created by the different groups and compare how each group incorporated the use of technology. The substantial differences in the use of technology across these lesson plans attests to the possible positive implications of the BYOD policy.
Specifically, I found one group's lesson of particular interest.While most groups incorporated students' use of personal devices as part of the lesson, this group used the BYOD debate as a catalyst for discussion on inequality. The basis of the lesson was to consider the pros and cons of each side of the BYOD argument and discuss the possibility of inequalities resulting from the implementation of this policy. While this activity in itself has the potential to foster meaningful dialogue and critical thinking, the group took it one step further and placed this activity in relation to the "Separate but Equal" policies of the past. I found this connection to past policy to be rather brilliant. In my opinion, it gets students thinking, not just about their personal opinions on the issue, but the long-term implications of it. Placing it in relation to the "Separate but Equal" policy (and considering its significant implications), encourages students to consider the possible long-lasting effects of such a policy and its contribution (or lack thereof) to current inequalities. As a future history teacher, I found this lesson to be a great example of connecting past events to current issues to make history relevant, interesting, and engaging for students.
