EDU 627

A Project Plan to Introduce BYOD to Sixth Grade Classrooms

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Throughout this course we have been developing a technology-infused instructional design project following the project management Four-Step Combo (Cox, 2010). This chart does a great job explaining the four steps and their relationship with the steps of the ADDIE instructional design process. Created by another Post student, nonetheless!

My project is a roll-out of a Bring Your Own Device (BYOD) program for the sixth grade at Deep River Elementary School (DRES). The plan starts with analysis of current technological infrastructure, internet and computer policies, as well as student and teacher familiarity with using personal devices in the classroom. Teachers are given training and support throughout the program, and parents are kept up-to-date on student activities and growth. There is a very small budget for this project, and an explicit timeline that details when certain milestones are to be met (this includes updating the school’s infrastructure, communicating with parents and students, and providing support to teachers). Below you can find the project plan in it’s entirety. I have also included a separate version of the work breakdown structure (WBS), as it may be difficult to read in the document.

Helpful Resources

Project Communications – The graphic in this article was especially enlightening when thinking about communicating with a wide range of stakeholders.

This video helped me keep in mind the ultimate aim: to help students grow and learn. It is easy to get bogged down in the details, the charts and logs, the meetings, the deadlines, but if we keep the vision and mission in mind, it can give a purpose to all the work.

One of the most helpful hints came from my professor. I was struggling to differentiate the WBS from the task analysis step of instructional design. She put it this way,

In project management, we do not do “task analysis” we do “work breakdown.” The work that we analyze and document is the work that the project team will perform to get the project done. In instructional design, we do an analysis of the tasks required for the learning outcomes to be achieved. So the work that we analyze and document is the work that the learner will perform in order to achieve the outcomes (Milhauser, 2015).


Charvat, J. (2002). Project communications: A plan for getting your message across. Retrieved from

Cox, D.M.T. (2010). Project management skills for instructional designers: A practical guide. New York, NY: iUniverse, Inc.