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Bring Your Own Device In Schools

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This report is intended to provide a recommendation to Island Public School in regards to implementing a Bring Your Own Device (BYOD) program. Current and relevant research and literature in the field will be summarised and discussed while referring to the school’s context in order to justify a recommendation.

Summary of Readings

‘The NMC Horizon Report: K-12 Edition’ (Johnson et al. 2013) reports on current trends in educational technology, recently emerging technologies, and the implications that these technologies will have for educators in primary and high schools. The report suggests that mobile devices are gaining greater popularity in schools, and provides support for BYOD pedagogy (Johnson et al. 2013). There are a number of benefits …show more content…
Oak Hills local school district had the most comprehensive of strategies, including professional development for staff, ensuring software compatibility with the range of devices, and creating a security infrastructure (Walsh 2012). Allen independent school district also shared common considerations with Oak Hills, as they both created guides for parents, staff and students which outlined guidelines and requirements in order to assist in the transition to a BYOD program (Walsh 2012). All three school districts were concerned with the possible distraction or inappropriate usage of the mobile devices, and as a result took procedures to minimise these distractions by constantly monitoring browsing, and also requiring students to agree to an acceptable use policy (Walsh …show more content…
This is a result of the majority of the school population being from low socio-economic backgrounds. The school is always conscious of this fact, as parents have previously voiced concern in regards to programs and excursions that were at too high a cost. BYOD programs in school often raise the concern for students from low socio-economic backgrounds. A characteristic of ensuring learning is socially equitable is to allow all students equal opportunities to learning (Adams 2012). If families are required to purchase devices for students, it is expected that there will be a number of students with devices that have limited capabilities as a result of limited expenses (LaMaster & Stager 2012). This results in students from higher socio-economic backgrounds that are able to purchase and use devices with more capabilities and access in the classroom having an unfair advantage in their learning. Some schools are reacting to this issue by providing more affordable devices as an alternative through a rental program, or also providing a school set of devices that students can use in the classroom (Foo 2013). This strategy is effective to an extent, although if the majority of students will need assistance in finding access to a device, the school may not be able to provide to the high demand. Island Public School has considered this issue, but will not have the funding required to provide alternative device

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