The Bring Your Own Device (BYOD) policy is an interesting approach to integrating technology across schools and more and more commonly within work places. Some benefits and challenges are outlined below:
BYOD is a tool that provides access to information quicker and more broadly than ever before. With just the click of the mouse learner’s can engage with information much quicker than previous times (DEAG, 2013, p. 36).
Knowledge has become accessible through many sources, for most the easiest and quickest way to access knowledge is via a portable device. Adhikari, Mathrani & Parsons (2015) refer to these digital skills as the third most important life skills together with numeracy and literacy (p.1).
Sharples, Adams, Ferguson, Gaved, McAndrew, Rienties, Weller & Whitelock (2014) suggests an additional benefit is that teachers can create online polls where students respond immediately in a lesson via their web-enabled devices (p.18). But interacting and engaging students via their devices this supports formal and informal learning and allows “students to become more independent in their information seeking” (p.18).
Security issues associated with BYOD are software updates, the use of public wifi, loss of data and personal information through hacking. Roblyer & Doering (2014) suggest schools must constantly educate teachers and students on strategies to prevent such attacks (p.28).
The Beyond the Classroom: A new Digital Education for young Australians in the 21st Century (DEAG, 2013) report states that in order sustain BYOD support material need to be refined by government for interoperability, technical and ethical standards (p.16).
Sharples, Adams, Ferguson, Gaved, McAndrew, Rienties, Weller & Whitelock (2014) also suggest further challenges include disadvantaged learners; if they cannot afford the multimedia devices needed to participate fully, or if they have to monitor and restrict their data usage (p.19).
Overall the BYOD is a policy to help facilitate learning, by encouraging a device as a learning tool. Teachers will always need to consider and apply effective learning and teaching pedagogy to support everyday social learning in the classroom (Sharples, Adams, Ferguson, Gaved, McAndrew, Rienties, Weller & Whitelock 2014 p.19).
Adhikari, J., Mathrani, A., & Parsons, D. 2015. Bring Your Own Devices Classroom: Issues of Digital Divides in Teaching and Learning Contexts.
Digital Education Advisory Group. 2013. Beyond the classroom: A new digital education for young Australians in the 21st century. Retrieved from http://apo.org.au/files/Resource/deag_beyond_the_classroom_2013.pdf
Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: Pearson New International Edition. ISBN : 978-1-292-02208-6
Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. 2014. Innovating Pedagogy 2014: Open University Innovation Report 3. Milton Keynes: The Open University. Retrieved from http://www.open.ac.uk/iet/main/sites/www.open.ac.uk.iet.main/files/files/ecms/web-content/Innovating_Pedagogy_2014.pdf