iPhones, Nintendos and Kindles — devices synonymous with "fun" — are taking a new role in the classroom, thanks to a new trend in education called Bring Your Own Technology – or BYOT.

BYOT programs — like the one at Georgia’s Coal Mountain Elementary School — encourage students to bring in their own personal mobile technology — including iPads, Kindle Fires, netbooks — even gaming devices — to use during class.

“It’s really a simple thing,” says Tim Clark, District Technology Specialist for Forsyth County School District. “Kids have technology in their pockets and [are] taking them to school, but trying to hide them from teachers and from their parents. What we’re trying to do is have the kids take them out of their pockets and use [them] for instruction.”

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Technology can be incorporated into lessons in various ways — serving as a research tool, providing access to educational games and allowing students to create multimedia presentations. Clark says students who don’t have their own devices, or opt not to bring them, can use district-owned laptops and electronic resources.

He says the program encourages participation and interaction because “it’s not a solitary type of activity where every child is buried in their device … it increases collaboration. It increases communication with the teacher. The teacher sees immediate feedback from the student’s work and the students are able to overcome other difficulties.”

Tracey Abercrombie, a fifth grade teacher at Coal Mountain, has been impressed with the program in general and praises the difference it has made with her special education students. “I’ve got one [student] who has trouble getting [information],” Abercrombie says. “He can get the ideas formed but there’s a bit of difficulty getting them out verbally. There’s something about typing it, having it come up on that screen. All of a sudden the barrier is gone.”

Clark says incorporating students’ personal devices in the classroom not only enhances learning, but teaches responsibility. “All of this is putting the responsibility on the shoulders of the students and [we’re] also trying to teach them and guide them to use their devices more effectively…not only taking care of their device and being careful not to drop it, but also wanting to make sure they know where it is at all times so it’s not stolen. [Using] it appropriately so they don’t post inappropriate pictures, so they don’t text inappropriate message to each other.”

Those involved with the program say students aren’t the only ones with something to gain from BYOT. For example, Clark says teachers “can learn alongside their students instead of having to determine all of the ways that their students should learn … they get to ask questions and discover all these new uses of the devices themselves."

Abercrombie agrees and has seen her teaching style change since the program began.

“I thought my role was give them all the knowledge that I’ve got about something and use that textbook and my knowledge together," Abercrombie said. "Now I realize that’s not my job at all. My job is to facilitate them. My job is to point them in the right direction, give them the tools they need and — wow — they can do so much more.”

Before launching BYOT in Forsyth County Schools, teachers and administrators explained the program’s structure and ground rules to parents and students. At first, Kara Laurie, who has two children at Coal Mountain Elementary, was apprehensive about allowing her kids to bring their devices to school. She says her initial reaction was that it “was a horrible idea … I had the normal parent concerns, you know, are things going to get broken? Are they going to get lost or stolen? And what about those kids that don’t have technology that they could take to school?”

But as the program got underway, she saw “how much the kids were able to do with it in the classroom. I found that it was a phenomenal idea.”

“We had to sit down as a class, as a team, and really define our rules because [the students are] used to using it any way at home,” Abercrombie says. “They’re used to … putting everything on Facebook, so we had to have a little talk about … different ways to use these devices in school.”

Amy Anderson, another parent of two, was comforted by the district’s approach to the program. Her fourth grader uses a netbook in class, while her first grader has a Nintendo 3DS. “The administration "set some very clear ground rules at the beginning and we had to sign an agreement as parents and they had to sign an agreement as students that they would only stay on,” Anderson recalls. The students "have to be on the school network which has all of the filters. If they don’t abide by those, if they use them when they are not supposed to, if they use them incorrectly, then they lose that privilege of being able to bring it in.”

In 2010, seven schools in Forsyth County School District began BYOT programs. This year, all 35 of the district’s schools are participating. While it is a relatively new idea, BYOT already exists in schools across the country, in states like Texas, Minnesota and Ohio.

Clark says the district has received positive feedback, along with interest in the program.

“I’m receiving messages from other districts that would like to come and see the implementation of bring your own technology in their schools … we recently held a tour of BYOT in our district … we had over 100 visitors on that tour. They were not only other districts, but also vendors wanting to understand how it’s impacting [the students].”

As far as student reaction, Clark says “the students love it…[they] have their devices, they’re learning how to use them in a more responsible way, and they’re being critical thinkers and very creative with their devices in ways that they never would have used them on their own.”

 By Mark Potter, NBC News

 

RIVIERA BEACH, Fla. — On a morning fishing trip to a reef near the South Florida coast, 13-year-old Ray Moody was having the time of his life as he reeled in an exotic-looking species.

"Hey, it's a parrotfish," he yelled. "It's blue, it's a slippery blue one."

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Standing near him along the boat rail was 16-year-old Anthony Del Valle, who had also hooked one. Captain Rich Brochu offered encouragement and a quick angling lesson: "It looks like you may have something there. Yep, keep that rod tip up."

The weekend trip was part of an after-school fishing program that Brochu, a former police officer and construction company owner, started at his daughter's school in Boynton Beach six years ago to help kids from low-income areas experience the excitement of fishing. Since Brochu opened the Florida Fishing Academy, more than 4,000 students, ages 8 to 18, have signed on to learn the thrill of the catch.

"It's almost like playing a sport. You don't know what's on the other side; there's a kind of mystery to it," Brochu said. "If they catch a fish that's like 3 inches, it's the biggest smile. They love it."

Along with ocean conservation, catch-and-release fishing techniques, boating safety and first aid, Brochu also teaches the kids how to avoid peer pressure, the dangers of drug abuse and the advantages of keeping busy and off the street corners.

"All the kids benefit from activities like this. You know, it gives them something to look forward to," he said. "Obviously, we want to give them a choice in life and hopefully do something better with their life."

In a high school classroom recently, Brochu and Bob Cawood, another fishing captain who helps teach the program, planned to teach knot-tying, But first, they took a few moments to talk about the dangers of smoking.

"Cigarettes can cause mouth cancer. If you think that's true, raise your hands," they asked. Most hands went up. A short time later, the two men began teaching how to tie a clinch knot and made a game of it by insisting the students tie them behind their backs. The room erupted in noise and laughter as the students tried to see who could do it fastest.

Excitement also broke out at gymnasium in Riviera Beach when elementary school students learned how to cast toward plastic fish scattered along the floor, and during foot races for which the children had to first put on life jackets correctly before running to the other side of the room.

A boating reward

For students in the program who stay in class, keep out of trouble and do some volunteer work, there is a special reward most of them would never have a chance to experience otherwise. At a dock in Riviera Beach is a colorfully painted 38-foot fishing boat that students can go out on to fish with Brochu and Cawood.

"Some of these kids have never been on a boat, never been on the beach. That's one of the goals, to get them out here," Brochu said.

Derrick Campbell, an instructor at Village Academy in Delray Beach, is convinced the fishing program and the promise of boating trips work to inspire good behavior.

"They're more disciplined. They don't act up," he said. "They know that there's something at the end of the rainbow."

Vickie Verzi, a single mother, wholeheartedly agrees. She believes the fishing program has been "the salvation" of her teenage son, Donnie, by keeping him engaged and away from troublemakers.

"It taught him how to fish," she said. "It gave him an interest in something that was good for him, and it gave him a direction in life."

Donnie now volunteers on the boat and is known among his friends as an accomplished angler.

Anthony Del Valle's mom, Tania Serrano, is also a fan of the program. "It's a new passion, and it keeps him busy," she said.

A shark-fishing trip is a particular source of pride for Anthony, and his mom couldn't be happier.

"A lot of people are like, 'wow, shark fishing?' and I'd rather have him out shark fishing than be hanging out with the sharks on the street."

For Anthony, the fishing boat not only gives him something to do; it also brings him a sense of inner peace.

"It gives me a second chance to do something I like and stay out of trouble," he said while cranking his fishing reel. "It just puts me in my own world."

Sharing the experience

The nonprofit Florida Fishing Academy program is paid for by donations, grants and fundraisers. Among the supporters is famed marine wildlife artist Guy Harvey, whose foundation wrote large checks to support the school and also supplied the colorful vinyl wrap that covers the boat hull.

"What a win, win, win situation," said Steve Stock, president of Guy Harvey Inc. "What a great sport this is, but way beyond that, if we can turn some of these kids' lives around, pretty good."

During the recent weekend trip, 16-year-old Janel Scholine reeled in several fish and said she was thrilled to learn a new skill.

"I love it. It's awesome. I didn't know anything about fishing, and now I do," she said, beaming. In fact, Janel learned so much that she is now a volunteer instructor teaching as many as 50 children at a time an academy program called Angling For A Healthy Future.

Layne Reyka, also 16, says fishing with captains Brochu and Cawood is a lot of fun and matches his personality: "I'm very competitive, so it's definitely the pursuit and the hunt, whether it be a big fish or a small fish — preferably a big fish!"

For Brochu, the size and the success of the program are a surprise. His plan had been to work just with the kids at his daughter's school. Since then, he said, the Florida Fishing Academy has taught in 46 Palm Beach County schools.

"I set out for one goal, and that was to save one kid," he said. "Now it's one child at a time, and we've saved a lot."

The reward, he said, is in hearing from parents how well their kids are doing and in watching kids fully engaged in a sport he and Cawood love.

"Bob and I are both on their level. We just enjoy it. It's a great time sharing the experience with them. We're living the dream." he said. "Making a difference is more important to us than making money."

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BEIJING – Wenzy Duan dreams about becoming a delegate to the United Nations.

“I know this [ambition] is pretty high,” said the 17-year old Beijing native.  “But I think I can give it a shot.” 

To prepare, Duan wants to study international relations at an American college – someplace like the University of Washington. “I hear [it] is good at social science," she said.

The University of Washington is one of approximately 10 U.S. universities Duan plans to apply to in the coming year with the help of an education consultant she hired last summer.

“I know that the scores is not the only thing that the university will consider whether you can get in or not,” said the high school senior.

Duan is not alone.  Today, China sends more of its students to America than any other country. During the 2010-11 academic year, 157,588 Chinese students were studying in the U.S. – an increase of 23 percent from the previous year, according to the Institute of International Education. 

The growing market of Chinese students wanting to go to the U.S. has created various cottage industries in China and the U.S. –  among them are education consultants who help students navigate the maze of college applications and "brokers" representing American universities who seek student candidates paying full tuition. But it's also fueled anxiety among American students and their parents about increased competition from abroad.

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Education consultants: the main cottage industry
“When [Chinese students] decide to come to the U.S. and study in the U.S. school, they have no idea,” said Steven Ma, president of ThinkTank Learning, the consulting group with which Duan is working.  "What do colleges in the U.S. look for anyway?  What do they want?  What type of students they want?  And that’s where we come in.”

ThinkTank Learning, based in Santa Clara, Calif., offers tutoring and college counseling.  Most of the students contracting its services have been Asian-American, but Ma said increasingly his firm began fielding calls from mainland Chinese families wanting their advice. 

Eventually ThinkTank Learning opened a branch in Shenzhen in 2009 and then in Beijing a year later.  It charges anywhere from $17,000 to almost $40,000 for tailored consultation packages lasting six to 12 months, dispensing advice on choosing the right schools, writing essays, or preparing for interviews.  

“They’ll just tell you when you need to get something done by what deadline and how do you prepare your application to the school’s standards,” said Julia Yin, Duan’s mother, a petroleum engineer who hails from Hunan province.  “Basically, everything is DIY [do it yourself.]"

Go West, Young Man (and Woman)
China sent its first student to an American college in 1850: A native of Guangdong Province named Yung Wing earned his degree from Yale University, paving the way for thousands more over the following century.

The flow of students from China to America dried up in the 1950s when the establishment of the People’s Republic of China gave way to tumult and isolation, and did not re-start until 1974 1978.

From then until just a few years ago, "It was almost all graduate students, most of them funded by the host universities through research assistantships or teaching assistantships," said Peggy Blumenthal, senior counselor to the president at the Institute of International Education (IIE).

Now, Chinese undergraduates drive the growth, particularly in the past two years.  At the start of the 2006-07 academic year, 9,955 Chinese undergrads were enrolled in U.S. schools. The following year, that figure jumped to 16,450.  By the 2010-11 academic year, 56,976 undergraduates made up a third of all Chinese students living in the U.S.

“What you’re seeing is the growth of the middle class of China who can really afford to send their kids to the U.S.,” said Blumenthal.  “The Chinese undergrads are all coming virtually self-funded.”

The fact that so many students pay their own way has not gone unnoticed.

"Foreign students spend about $21 billion a year in the U.S. in tuition and living expenses for them and their families,” said Charles Bennett, Minister-Counselor for Consular Affairs at the U.S. embassy in Beijing – where Ambassador Gary Locke has made among his top priorities the expansion of visa processing capacity in China.

“That’s a very large sum of money for U.S. academic institutions,” continued Bennett, especially as so many face shrinking endowments or reduced state funding.

The Chinese comprise at least 21 percent of all international students newly enrolled in American schools, which means that they and their families contribute roughly $4 billion to the American economy, according to the U.S. Department of Commerce.

Edging out American students in America?
Recent reports, however, have suggested mainland Chinese students and their ability to pay full tuition are costing American students placement in American colleges. A bankrupt state school system in California – one of the most popular destinations for Chinese students – has meant that its well-regarded schools are seeing record enrollments from out-of-state and international students. 

For the 2010-11 academic year, California welcomed the most international students – 96,535. And for the tenth year in a row the University of Southern California was the leading host U.S. institution for overseas students, enrolling 8,615, according to the IIE.

But the IIE argues adding mainland Chinese students is helpful for diversity.  “Most Americans will not study abroad. On the other hand, their careers will be global,” observed Blumenthal.  “They need to learn how to interact with professionals from other countries, and many of them will be from China.  There are very few industries or business not affected by China.”

Moreover, at the graduate level, Chinese students aren’t competing against American students for a seat in the classroom, according to Blumenthal.  “There still aren’t enough Americans in the pipeline wanting to get graduate training in the fields of science, technology, engineering, and math,” she said.

But detractors note other challenges have surfaced as a result of so many Chinese students going to U.S. schools.  Among them is whether some applicants from the mainland are cheating their way into admissions by falsifying their academic records or achievements. 

One consulting company in Beijing that works U.S. universities, Zinch China, says 90 percent of Chinese undergraduates submit false recommendation letters for their U.S. college applications and that 70 percent enlist someone else to write their essays.

The dishonesty works the other way, too.  A growing number of “education brokers,” who work on behalf of U.S. institutions to solicit Chinese students, have led to misrepresentations and predatory fees, according to a revealing report from Bloomberg News. Some agents promise admission to top-flight schools, charge exorbitant fees, in some instances including a portion of scholarship funds, and students can end up at schools that are a far cry from the "dream schools" they hope to attend.  

Can China produce innovative thinkers?
The desire among Chinese students to seek an American college degree has grown stronger over the years owing to a number of factors.

Above everything else, there is the fierce competition for gaining admissions to a preeminent Chinese university. The selection process is decided solely by the gaokao, an annual national college entrance examination that lasts nine grueling hours over two to three days.

This past year, more than 9 million students across China took the gaokao.  And believe it or not, that number has been declining since 2008 as more students opt out of the gaokao and sign up for exams like the TOEFL (Test of English as a Foreign Language) and the SAT (Scholastic Aptitude Test), both of which are generally prerequisites for applying to any U.S. college or university.

A lively debate is growing about whether China’s education system can produce innovative thinkers who can enable the country to lead – not just catch up with or follow in the footsteps of industrialized economies like the U.S. or Britain. Such concerns triggered a widespread discussion online when Steve Jobs died earlier this year.

“The students here are not as robotic as Americans think,” said Gene Hwang, a 27-year-old Taiwanese-American, who has been working in China for ThinkTank Learning for almost two years.  “But they are held back by some of the systems in schools, which emphasize rote memorization….  We work with them on [developing] critical thinking.”

Broadening those horizons
“When I get into America, I can get [a liberal] education [that] could open my mind,” said Zhang Yuqi, a soft-spoken but intense 17-year-old high school senior.

He’s been working with a ThinkTank Learning consultant for three months, reviewing which schools to apply to and working on his essays.  A possible math major, he has his eye on Carnegie-Mellon and Emory where he hopes to find a climate that differs from his elite Beijing high school, which he says has too many “planned activities.”

Duan wants to study in the U.S., because “they accept all different kinds of different ideas.  You can dream about anything,” she said.  “In America, I can experience more…maybe all kinds of things I will never experience in China.”

For high school junior Dolly Luo, it's simply about getting the best education.  “The U.S. has the most well-developed college education," said the 16-year-old Beijing native who loves Harry Potter and dreams about attending an Ivy League college.

Her parents have similar faith in the U.S. college experience.

“She will have more opportunities, and it will broaden her horizons,” said William Luo.  In fact, Dolly’s father had harbored his own U.S. scholarly ambitions, but he didn’t have the financial resources to enable him to pursue his graduate studies in America.

“I hope when Dolly goes abroad and she learns American values or Western values that she can absorb the Western education – the good parts: the culture, the education,” continued Luo.  “In China, we would need that.”