“Technology is a
powerful tool, which can motivate and encourage students to approach learning
in new and often clearer ways” (Meltzer, 2012). In addition,
"Technology in the classroom can enhance what and how a student learns and
helps teachers cater to the unique needs, skills, interests, and learning
styles of their students," (Nagel, 2012).
That being said, placing
these powerful learning tools in the hands of each and every student, is a task
that is often easier said then done. The painful truth faced by many school
districts across the United States is that growing budget cuts in education have
limited and made purchasing an adequate amount of tablet computers, iPod
Touches, laptops, Kindles, and an assortment of other technical devices and
software is simply unfeasible. One trend that is gaining momentum and is
helping to fill the technology equipment gap in schools is Bring Your Own
Device (BYOD), which allows students the opportunity to bring in and use their
own technology in the classroom.
How it Works
School districts who implement the BYOD
system in their schools does not shift the sole responsibility of purchasing technology
equipment the students use into the hands of their parents and families. It
simply means that under the BYOD system, “students would also have the option
to use their own smartphones and tablet computers to complete class projects or
access learning resources while at school” (Doll, 2014, May). Therefore, “the
right BYOD solution enables schools to protect their technology investment by
building on what they already have while retaining the flexibility to adapt to
new services, solutions, and devices as they emerge on a case by case basis”
(Cisco, 2012).
The success of any BYOD program
begins with a strong infrastructure that has been designed to support the bandwidth
used by a multitude of different devices in schools as well as “adequate network
filtering services that provide privacy safeguards for students that will limit
the amount of personal information shared in compliance with the Children’s
Online Privacy Protection Act, COPPA” (K-12 Blueprint, 2014). To assure that
things run smoothly at the core of most BYOD school programs, are specific policies
that not only clearly define what types of devices are acceptable and the times
they may be used and how, but also policies defining the expectations of
respectful use of electronics in the classroom and the due process procedures
that a school will follow if these policies are violated. To assure that
policies are followed all parties involved in the BYOD program will be required
to sign an acceptable use agreement, which will act as a contract that protects
both students, teachers, and schools throughout their participation in the
program. Users who violate or fail to follow the policies set forth by a school
are subsequently banned from the BYOD program either temporarily or permanently
based on the level of offence that occurred.
A schools BYOD program is only as
strong as the teachers implementing it in the classroom. To assure that a
schools infrastructure remains secure, and that policies are upheld in the
classroom, teachers need to be provided with active and continuous professional
development opportunities, so that they can gain a full understanding of the
impact the introduction of these devices will cause in their classrooms. Also
prior to the first personal device entering the classroom, clear communication
needs to be established between a school and the parents and students, so that
they fully understand not only the acceptable use agreement they are signing,
but to fully understand the professional learning expectations they must uphold
when it comes to using their personal technology in a school setting.
Who is BYOD appropriate
for?
At present most BYOD programs are
geared for older students and “are typically introduced between eighth and
tenth grade” (Doll, 2014, May). This however does not mean students of younger
ages could not handle the responsibility of bringing their own devices to
school. A successful BYOD program is
possible at any age as long as a strong infrastructure has been put in place,
and all parties involved understand and support the student’s responsible use
of technology in the classroom.
What Types of
Devices
"In
today's world, most students, like their adult counterparts, are attached to
mobile devices of some kind whether in or out of school” (Nagel, 2012). Today’s
students keep their mobile devices on them at all times, and are not just using them to communicate
with friends and download music, they also use their technology to study, work
on homework assignments, and conduct internet research. Therefore, in most BYOD
programs, portability is key and capitalizes on the popularity of mobile/hand
held devices by designing policies and programs that actively incorporate the use
of smart phones, tablets, e-readers, and laptops into the curriculum.
Pros & Cons of BYOD
Like all
new educational initiatives they come with both advantages and concerns. The chart below lists many of the core pros
and cons of the BYOD system.
Pros
|
Cons
|
- Student Participation increases. “When new technologies are incorporated into
everyday learning students become more interested in the material, and thus
are more likely to succeed” (Doll, 2014).
- Learning becomes student driven. “With
the technology they are using for BYOD, students have more authority over
their own learning. They can pose questions and do research instead of just
listening to lectures that directly transfer knowledge” (Saponaro, 2014)
- Student collaboration and
communication increases. “Collaboration is key to engagement in today’s
classrooms”. Therefore “a BYOD initiative can provide students with far
greater opportunities to interact virtually with teachers and with other
students on assignments, projects and content creation” (Saponaro, 2014).
- Cost Savings. “When
students are allowed to bring their own devices to school, the district is
not required to purchase as many tablets or laptops. These savings can then
be directed towards other technological advancements, such as the acquisition of
interactive whiteboards” (Doll, 2014).
- Personalized Instruction. Technology allows students to “learn and
excel at their own pace” (Saponaro, 2014). “ For students with disabilities
BYOD is a plus because they can bring their assistive technologies to the
classroom” (Mitchell, 2015).
- A new way of learning. “Schools
looking to remain ahead of the curve in terms of innovation find that the
BYOD program fosters a positive image in the community and can work wonders
in attracting students outside of district lines” (Doll, 2014).
- Increases the learning of 21st
century skills. “ Through the use of technology, all student have the
opportunity to apply problem-solving skills, critical thinking skills,
collaboration skills, and self assessment, leading to improved self
confidence and a lifelong love for learning” (LaMaster & Stager, 2012).
- Increase strength of school technology
acceptable use policies When policy and practice are aligned, the amazing possibilities
presented by using BYOD surely outweigh the challenges” (Nagel, 2012).
|
- Causes
Distractions. “The presence of electronic devices in the classroom will
promote distraction on the part of students. Although certain sites and
applications may be blocked, tech-savvy students are likely to find ways
around these restrictions” (Doll, 2014).
- Will
increase the socioeconomic divide. “Educators worry that implementing bring
your own device will increase the already significant divide between students
from high- and lower-income families as it is easy to distinguish between
students who have their own devices and students who need to borrow equipment
from the school” (Doll, 2014).
- Security.
“BYOD brings with it a host of security concerns,
including data protection and compliance with the Children’s Internet
Protection Act (CIPA)” (K-12 Blueprint, 2014).
- Theft
of Equipment. “The introduction of high quality technology devices in schools
poses a potential risk that these devices could get damaged or stolen during
school hours” (Mitchell, 2015). Therefore, schools will need to have
insurance policies in place to protect themselves from having to replace or
reimburse any lost or damaged equipment.
- Create
increased opportunities for cyber bullying and other problems associated with
social media may come with them. “Many students don’t
understand how much they should share online, and they could end up posting
information that could jeopardize their academic, or even professional,
futures” (Chadband, 2012).
- Shift
in Teaching pedagogy. “A BYOD program requires a
significant amount of curriculum analysis and redesign in order to take full
advantage of mobile device features” (K-12 Blueprint, 2014). Therefore, schools taking on BYOD programs
need to provide additional professional development to both parents,
students, and staff on the logistics of how to use personal devices appropriately
in an educational setting, but also course work in digital citizenship.
- Equipment
misuse and abuse. Many parents argue that BYOD will allow “unfettered digital
connectivity in schools which could lead to “the consumption and creation of
inappropriate content” (Panagos, 2013).
|
Personal Opinion
Looking at the topic of BYOD from
the perspective of a Technology Integration Specialist, I am a huge supporter
of Bring Your Own Device programs in schools, as the introduction of new
devices will not only create endless academic possibilities for both teachers
and students, it will more importantly serve to justify technologies role in
21st century education by transforming “schools into exciting and motivating
arenas for student learning” (Meltzer, 2012).
In addition, in examining the pros and cons of BYOD programs in detail I
believe the advantages that a BYOD program can offer to students far outweighs
many of the concerns. That being said I do not believe that the current BYOD
program model used in most schools is the best fit for every type of school
community. For the last fourteen years,
I have had the privilege to work in an inner city school district. The district
is far from perfect, and like most schools in a similar urban setting, the
socioeconomic struggles faced by our schools and our student’s families,
outweighs the privileges and resources available. The digital divide present in our district is
not just a small factor that can be easily overcome by the introduction of a
few cell phones it is an insurmountable hurdle as approximately seventy percent
of our students are from low socioeconomic families, live in shelters or are
homeless, and have the bear minimum to get by. That being said, the impact of a
BYOD program, under the current model would be minimal on student achievement in
my school district, as most students do not have the financial means to rent,
let alone purchase an up to date mobile technology device they could use in
school. In my school community a BYOD program would just highlight the inequalities
that currently exist for our students. I am a believer that all students
deserve to be taught equally. “The only way to guarantee equitable educational
experiences is for each student to have access to the same materials and
learning opportunities” (LaMaster & Stager, 2012).
Therefore, for a BYOD program to be
successful in a low-income school community, a secondary program model would
need to be developed that reaches out into a schools community to be
successful. They say it takes a village to raise a child, so in the case of a
school district who students are struggling financially corporate donations or
equipment, and state wide programs may be key to getting students mobile
devices/ and laptop computers, that they can use in school and out as well as
internet access at home. I have been fortunate to see a model of this in action
when I visited the Henderson School in Boston, whose classrooms are outfitted
with a potpourri of technologies, from smart phones, to tablets, and a variety
of technical that allow for interactive learning to occur equally for all
students.
As I said before like most
educational initiatives there are come with both advantages and concerns that
need to be considered when adopting any new programs. Current BYOD programs
used in schools nationwide are not immune to this as they offer both benefits
and limitations to student learning. Am
I a supporter of Bring Your Own Device Programs in schools, yes, however I feel
for them to provide equal opportunities for all students to learn, several
models need to be developed to support the variety of school environments and
students who will be participating in them. After all the end goal is to
increase student achievement for all, not simply create opportunities for some.
References
Cisco Systems,
Inc. (2012). BYOD in education. Retrieved January 7, 2014 from: http://www.cisco.com/web/strategy/docs/education/46096_byod_ed_aag.pdf
Chadband, E.
(2012, July). Should schools embrace “bring your own device”?.NEA Today. Retrieved January 7, 2015 from: http://neatoday.org/2012/07/19/should-schools-embrace-bring-your-own-device/
Doll, J. (2014,
May). The pros and cons of BYOD in the classroom. NOVA Solutions, Inc.
Retrieved January 7, 2015 from: http://www.novadesk.com/blog/bid/75344/The-Pros-and-Cons-of-BYOD-in-the-Classroom
K-12
Blueprint. (2014). BYOD and COPPA. Retrieved January 7, 2014 from:
http://k12blueprint.com
LaMaster,
L. & Stager, G. (2012, February). Is BYOD the answer to our problems or the
worst idea ever? Leading and Learning with Technology. Retrieved January 5,
2015 from: http://technologycourses.wiki.mtnbrook.k12.al.us/file/view/BYODSolutionoProblem.pdf
Meltzer, S. T. (2012). Step-by-step professional development
in technology. Larchmont, NY: Eye on Education.
Mitchell, J. (2015). Is BYOD a good thing for students?.
Kevgroup. Retrieved January 7, 2015 from: http://kevgroup.com/byod/
Nagel, D. (2012, April). ‘Banning is not the answer’ to mobile
and social tools in schools. The Journal. Retrieved January 5, 2015 from:
http://thejournal.com/articles/2012/04/11/banning-is-not-the-answer-to-mobile-and-social-tools-in-schools.aspx
Panagos, T. (2013). The future of education: BYOD in the
classroom. Wired. Retrieved January 7, 2015 from: http://www.wired.com/2013/09/the-future-of-education-byod-in-the-classroom/
Saponaro, T. (2014). 6 benefits of BYOD in the classroom. eLearning
Industry. Retrieved January 7, 2015 from: http://elearningindustry.com/6-benefits-byod-classroom
