Bring Your Own Device (BYOD) is a policy being employed by some school districts who want to allow students to bring and use their own technology devices in the classroom for educational purposes. Strong arguments for and against the policy can easily be made. Many educators believe that technology is a main source of distraction for students, and it must be banned in order to not deter from learning opportunities. However, students can truly be distracted by anything present inside or outside of the classroom (Module seven, n.d). Here are some of the advantages and concerns behind BYOD.
Advantages:
- Empowered students. By allowing electronics in schools, teachers acknowledge their existence and can teach students how to use them to further their education (ex: create electronic flashcards or engage in additional readings) (Module seven, n.d.).
- Keeps learning fluid. When students have access to online resources, there is never an excuse to be idle. Information is always available, even if the teacher is momentarily occupied (Chadband, 2012). Students are given the chance to assess their own learning needs and find solutions without a teacher's help (Fingal, 2012).
- Increase engagement. Many believe that BYOD encourage student engagement. Students are often fascinated with technology and become instantly submerged in activities when the activity is interesting to them (Fang, 2009). Allowing students to BYOD will help keep them interested in school and could possibly lead to higher achievement rates (Concordia Online, 2012).
- Economics. By allowing students to BYOD, the district is not required to purchase as many laptops or tablets, so the money can be spent elsewhere (Concordia Online, 2012)
- Teaches online safety and security. Teachers can take advantage of the electronics in the classroom by teaching students valuable lessons in online safety and security. Students can learn about digital citizenship in authentic, supervised experiences.
- Teaches digital literacy and critical thinking. Vicki Davis (2014) notes that using the BYOD policy actually promotes higher order thinking by having students troubleshoot their own devices. Ideally, the IT department would fix all issues that arise, but in reality, the problems are often left to be solved by the individual using the device. Students can learn crucial skills in troubleshooting and develop higher order thinking skills while doing so.
Concerns:
- Negative behaviors associated with cyber bullying and social media. This is the most prominent concern associated with the BYOD policy. Allowing student access to technology might encourage bullying, self-destructive behavior, and poor decision making (Nagel, 2012). It would be imperative for teachers to teach about and prevent cyber bullying.
- Could increase the digital divide. Many school district budgets have been slashed in recent years, but does this mean it is the family's job to make up for the lack of money available? (Chadband, 2012). Some students might need to borrow devices from the school if they can't afford their own. These students should not be frowned upon. Also, students with less adequate technology should not feel bad because of it.
- Promotes distraction. Many would argue that distraction is a main challenge to technology usage. However, instead of viewing it this way, teachers should see BYOD as an opportunity to reflect on their pedagogy and enhance their instructional approach (Fang, 2009).
Other things to consider:
- Vicki Davis (2014) notes that, before a school implements the BYOD policy, they must ensure the following:
- Student information system available on all types of devices
- LMS mobile ready
- Students can print wirelessly
- Classroom projectors can be used by student devices
- Files can be synced between teachers and students
I am in full support of the BYOD policy, which usually begins in grades eight through ten (Concordia Online, 2012). I think it makes sense in today's world, and the amount of money the school could save would be substantial. Students are going to purchase the latest and greatest technology anyway, and banning it is not the answer (Module seven, n.d.). Students who can afford their own devices should be able to use them in school, primarily because they will be motivated and more encouraged to attend and participate in school. Students who cannot afford technology from home will be offered equally as efficient technology in school.
It is important that there is communication between teachers and technology directors, and that professional development is constantly offered for teachers (Chadband, 2012 & Meltzer, 2012). In order for the policy to be effective, the professional development must be thorough and useful for teachers (Meltzer, 2012). As long as communication and professional development are in place, I see no reason why BYOD would not be successful.
References
Fang, B. (2009, Dec 22). From
distraction to engagement: Wireless devices in the classroom. EDUCAUSE.
Retrieved from http://www.educause.edu/ero/article/distraction-engagement-wireless-devices-classroom
Fingal, D. (2012, Feb). Is BYOD the
answer to our problems or the worse idea ever? Learning and Leading with
Technology. Retrieved from http://technologycourses.wiki.mtnbrook.k12.al.us/file/view/BYODSolutionoProblem.pdf
Meltzer, S. (2012). Step-by-step
professional development in technology. Larchmont, NY: Eye On Education
Module seven: Personal learning devices (n.d.). Retrieved from bb.snhu.edu
Nagel, D. (2012, Apr 11). ‘Banning is not the answer’ to mobile and
social tools in schools. THE Journal. Retrieved from http://thejournal.com/articles/2012/04/11/banning-is-not-the-answer-to-mobile-and-social-tools-in-schools.aspx
