BYOD - Bring Your Own Devices

             “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