 My background is English training. Anyway, for 12 years I've been teaching English across all the levels, across loads of different ages, stages, levels, nationalities and so on. And myself, I'm Polish anyway, so that was kind of something new for me as well to teach all the kind of different nationalities across. And this is where I kind of started my research and this is where I stepped onto kind of researching mobile learning actually. Now, it all started kind of here in Ireland and just to give you a bit of a context of my research. I was working at that time in an Irish language school, medium sized language school. We've like, you know, the scenario anyway, like we've been dealing with the different visa students, non-visa students coming in for a different kind of period of time, one week, one month, six months and so on. So this is what I was doing, but then I had different students, probably you recognize those faces anyway, from all over the world. Like Asian, Latin Americans, Europeans, coming over to study English anyway. But I had a bit of a challenge, I would say, with my students. Some of them were coming into Ireland and they were actually coming to work, so they were not sure when they got the classes. Some of them had really low motivation even to learn and I think the most problematic one I had was kind of intermediate level. When they didn't really want to progress, they were not progressing at all because they were here for a while, the communication flow was easy for them, so they could communicate, they had no drive to kind of to improve and move the level up in a way. So this was my challenge, so I was like, okay, how to make them work? How to make it happen? And this is where I stepped on my research in a way. Now, those guys are net generation, like there are loads of researchers around net generation, wherever you call them net generation or digital natives, X, Y, Z, Millennials, Centennials and so on, we all know them anyway. Centennials is a new one, by the way. That's a new one. But we all know them, we all recognize them, we know their attention span is very short, we know they're used to using mobile technologies and especially probably like you've been dealing with those students as well from Asia who are really used to, who've got their phones stuck to their hands in a way and they come in and they have to bring it in because it's kind of, it's a no brainer for them, like they have to have it in a way. So this is what I was kind of, I stepped on to and I was just thinking about building full digital citizenship around language itself. So this is what kind of started, I started to wonder in a way and I was kind of thinking, what should I do? Can I do something about it in a way? And then I started kind of reading loads and I started my research on mobile devices and BYOD, BYOD, has anybody seen these before? BYOD is a common one in Dublin, I know, to bring on mobile anyway, so that's one of those anyway. Now BYOD is bring your own device, bring your own technology, now it's very common as well, bring your own anyway because like we have multiple devices, so it's not about one device, it's about anything. A tablet can be a mobile device, a phone can be a mobile device, even a laptop kind of a mobile device in a way. So bring your own was the thing. That was a high few years ago, like every year there's a horizon report published, I don't know if you know about horizon reports, it's good to look it up anyway. They publish what's there for education based on technological advancements and few years ago BYOD was a huge thing anyway. So I was just wondering, how can I apply it to actually to English, language, training and so on. Now BYOD, the trends started within the organization, so lots of employees were coming in with their mobile phones to work and they started working on their devices as opposed to the laptops provided by the organizations. So the organizations thought, yeah well, let's cut the cost of maintenance of the laptops we provide to the employees. Let's give the employees a chance to use their own devices, no cost, no cost, great phone. So this is what they started doing, it worked anyway. So then it started to move into educational organizations. Of course it started in Australia, moving to the States and then spreading across from the US and coming over to Europe. Nikki Hopley wrote a nice bit on BYOD and she was discussing the educational considerations because there are many challenges with BYOD and mobile devices and mobile learning. Of course as you can imagine, like students bring their devices, well would they charge them? So that's consideration. We have charging stations within the classrooms. How should we organize the physical spaces even of the classroom? That was a huge challenge anyway. So these challenges are open and still they're kind of open for discussion and still there isn't like one answer, how to approach BYOD. Now huge challenge of course was policies within schools. Here in Ireland I was dealing with adults. Great, I didn't have to have all the policies. But you can imagine bringing own devices into a primary school, state school for example. Like dealing with minors is completely something different anyway. So there are so many considerations to think of which I kind of didn't have to deal because I was just dealing with adults but I kind of researched those and I knew about those challenges which I think we have to keep at the back of our minds. Now one of the things when I started kind of dealing with, I'm just going to skip this for a second, I was just looking at different models of BYOD actually. And I was just thinking how should I approach BYOD and my students? I read education, those guys did lots of research in BYOD and they were saying like basically there's a range of introducing BYOD and mobile devices into the organization. So they said we can go from extremes allowing students to bring whatever they want so like whatever device, Apple products, Android based devices which gives lots of flexibility but on the other hand there's no standardization. So these guys were talking about like how should we approach BYOD? Should we allow students to bring whatever or maybe if we should sell them we should just bring tablets, Android based, 10 inches Samsung. Huge consideration anyway. Now I kind of experimented and I was just like reading loads and loads and I went for full flexibility. So I was like okay my students come from different parts of the world. They have different devices. In Korea Samsung is the thing anyway. So that was the thing anyway. In Brazil like they had all kinds of devices. In Europe iOS probably was the ruling one. So then I started reading and I was kind of started to apply it to English training. Of course there's loads of research on call, tell and mall. These are not verbs by the way and not around so just to let you know if you recollect them. Call is computer assistance language learning and that was back in the 80s. When computers were brought into the classrooms, large computers, desktops, computer classrooms still we have them in the language schools don't we? Still there are views in a way but that was back in the 80s. Then there was tell. Anybody tell? Technology. Enhanced language learning. Technology. So the projector coming to the bathroom all of a sudden maybe different devices but the projector was the thing anyway. Projecting somewhere in the world and finally mall. Anybody? Mobile. Yes. The second word. Assisted language learning. LL is the easiest anyway. So mobile assisted language learning is something kind of recently new anyway because access to mobile devices is reasonably new in a way. So basically this started in Canada a few years ago and they started the research anyway. They started to build networks and so on. But that led me kind of. That gave me the underlying basis to my research in BYOD. Now what did I do? So that's the context anyway. So I read all about this. I had those students, intermediate students. I was thinking about those guys. And then I kind of. I changed my role within the organization. So I had to kind of think how I can apply my research when not being the researcher itself kind of not being physically there in the classroom. Now so after the ethics approval of course and after like making my three teachers do it. I'm not making sorry now. They volunteered nicely anyway. I put three teachers. Now one of the teachers was a technophobe. Completely not dealing with technology but this is what I wanted in a way. I wanted to see whether that would work even with a teacher who doesn't have a clue about technology. Which was great. Then I had a very young teacher who was a digital native in a way. She didn't have like she hasn't introduced that technology and hasn't enhanced her teaching with technology. But she was there in a way like and she was great to have. And then I have TechnoGeek. So a person who was an engineer who loved those kind of things. Devices and so on. Which was great for me as well to try to see how it would work with somebody who knows their stuff in a way. So like I was working with three teachers. Now I kind of instructed them. We had a meeting as I said voluntarily kind of. I instructed them. I told them what is all about. How are we going to do it? And then I sat down to the syllabus adjustment. And I think it's fair to say that we should not be ever driven by technology itself. Everything should be grounded in pedagogy I think. And that's the best approach. If you start with technology your learning outcomes will be fractured in the end anyway. Because you are driven by the technology. Always start with the syllabus. Always start with the learning outcomes. And then mark technology to the learning outcomes. And then of course working on the lesson plans. So this is what I've done. I went with this path and then like when I planned the lesson plans I planned it with DNA. And that's the device neutral applications approach. So basically I said remember I was talking about flexibility. Allowing the students to bring whatever into the classroom. So I said to the teachers they can't make the students download an application. They have to be neutral in a way. They have to say oh we are using a tool for video making. To produce a video. And that was it. Now the next approach what I did. So I created the lesson plans. I uploaded them to Google Drive. Shared that with the teachers. Breathe them on the lesson. Then they were teaching the lesson. And then they were giving me feedback. So actually the teachers kept a teacher's log kind of after every single lesson with technology. And they were kind of writing down their reflections on whatever happened and then feeding back to me. But of course it was then started with analysis and coding. So that was the teacher's participation. That worked really fine. But I was really interested to see how the teachers would kind of react to it. Especially three different kinds of teachers in a way. And I had students as well. And I had the intermediate group. And now the problem was that not the problem. It was the rolling enrollment. So basically what happened is that I had different students at the very beginning and different students finished with me in a way. But what I did with them I did a questioner and the focus group which I transcribed and then analyzed in the end. But now the findings which was very, very interesting. Now the students really, really appreciated bringing on technology. Now unfortunately there was a downfall of technology. DNA approach was not very effective to be honest with you in the end. So basically, especially from the teacher's perspective teachers didn't want to give very neutral like instructions because they felt like using losing a bit of authority in the classroom. And that was very interesting to see. So we came up with conclusions. There's no one size fits all model in a way. Like it was very interesting to kind of see it in a way. Like students didn't mind but teachers did mind. So I think one of the considerations whenever you are thinking about mobile devices take into consideration. Now basically, and then we have technical issues not to mention charging issues. How to charge my mobile phone? I've got no battery. The classrooms are still traditional classrooms. The classrooms were not adjusted. We're still not prepared for this kind of no leap into the mobile devices. We have problems with Wi-Fi. Students have 3G. But now you know the places in Dublin we have thick walls. Old buildings. Wi-Fi was not existent. So the infrastructure wasn't there. So that's one of the considerations. And basically, like I didn't have to do loads with the policies. But one consideration when working with under like with miners which I just mentioned would be the policies as well involved. What kind of pictures to take? How to take them? In video we were talking about videos today. How to do it? What's going to be the overarching policy of the institution? So I think those are the considerations for the future. So I think it's great. Students really appreciated that. And I think one point is like they build up their personal learning network I'd say. They build this kind of online community. They increase their general digital literacy. But still, remember about those considerations when planning for mobile devices in the classrooms. My contact details talk to me during the break. Thank you very much.