Bring Your Own Device (BYOD) Factors to Consider
Schools use many student-equipment models ranging from a) providing equipment to students, b) buying the equipment and charging students an annual lease fee, and c) utilizing the equipment that students already have (Bring Your Own Device).
While this article is not necessarily about the benefits of alternative learning models that utilize technology, it is vital that educators realize the options available that would enhance their overall school program to reach digital generation students. Please read this article to learn why schools are implementing alternative learning models that utilize technology. This article will give you a very simple introductory approach to alternative learning.
Technology and customized learning have the ability to offer students freedom from the period of time of learning, place of learning, path of learning, and pace of learning. There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.–and a huge opportunity to expand access to quality learning to every young person on earth (Vander Ark, 2011). The opportunity for private schools to make learning more compelling, customized, connected, and competency-based is something we cannot miss. This opportunity can not only enhance our educational programs, but if marketed properly, can give private schools the boost needed to continually educate students.
Any current alternative learning model will upset long-held educational traditions (Hess & Meeks, 2010). These models are unbundling major ideals that have been followed for over fifty years and are implementing student-centric strategies and educational pedagogical methods. Most schools that implement BYOD models are doing so in the exact same learning environment. These students utilize digital textbooks on their devices. Other schools have begun implementing next-generation models that utilize a learning management system (LMS) that holds all the school’s curriculum content, testing, and student information systems. LMS platforms can allow the student freedom from a) period of time of learning (learning 24/7); b) place of learning (can learn away from school if needed); c) path of learning (student-learning is customized for each student); and d) pace of learning (allowing students to learn at their own pace) (Christensen, Horn, & Staker, 2013).
For schools implementing a 1:1 Digital Initiative and utilizing a BYOD model versus the school providing the equipment, there are many things to consider:
- Hardware – Hardware is diverse. There is no one single market leader yet, and price points vary greatly. Each operating system has its own specific pros and cons. Make sure any platform that is being used can be used across multiple platforms such as iOS, Android, and Windows. Will students be in charge of keeping their devices charged, safe, and secure? Will you offer loaner devices? Will devices be available to students away from classrooms during lunch, sports, etc.? Will there be a minimum device specification? Will smartphones be allowed? Will laptops or netbooks be allowed? Are there certain operating systems that you will not utilize?
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Digital Divide – Do all students have access to equipment? If the school requires parents to purchase the equipment, consideration must be given to parents who might not be able to afford this – especially if they have multiple children. Is there a program in place that allows students to lease equipment? Many educators have stated that the BYOD model further deepens the digital divide. However, many experts would state that the digital divide exists whether or not students are allowed to bring their own devices. Tim Clark, district instructional technology specialist with Forsyth County Schools (GA), explains that in his experience with BYOD, “Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access.”
- Communication with parents – Define BYOD and its benefits to all of the school’s stakeholders. Accurately providing parents with quality information is vital. As alternative models are implemented, schools must increase communication – and not only communication, but input from the parents.
- Visit several schools and speak to administrators who have used a BYOD model.
- Support – Do you have a full-time IT director who can handle support for the BYOD model? Can your IT director maintain support for multiple operating systems and multiple devices?
- Insurance – Accidents will happen. Make arrangements with an endorsed, discounted company that will provide an annual accident plan on the equipment being purchased by parents.
- Policy – Have you considered implementing an updated BYOD Acceptable Use Policy that prohibits students from browsing non-suitable sites or engaging in activities that would be against school policy? It is vital that schools be aware of their responsibility if students engage in wrong behavior online onsite or offsite – especially pertaining to under-age children or other illegal practices. Please review the legal case Snyder vs. Blue Mountain School District.
- Do you teach digital citizenship? Do students know how to keep and maintain a respectful and appropriate digital footprint? Is the student’s data secure?
- Licensing – Ensure that all software and curriculum licenses are correct and that the school is able to take advantage of bulk purchasing.
- Network Scalability – Is your network ready to handle this many additional devices? Can your Wi-Fi provide a reliable connection to all of the educational classrooms? Is your internet connection fast enough to support these additional devices? Can you accommodate in real time the explosion of new devices and applications that students and staff want to use on your networks?
- Security – Is your network secure? At minimum, do you utilize a central data security firewall like Barracuda or SonicWall on campus? (Many schools offer internet security protection to students even offsite and during non-school hours.) When students and employees access data outside of the school on their personal device, the risk of losing the device increases.
- Curriculum – Does your school utilize only faith-based curriculum? If so, do the curriculum publishers have digital textbooks available? To see increases in student achievement and satisfaction in 1:1/BYOD classrooms, teachers must be given curriculum with technology activities already included. This is one of many reasons why digital textbooks are not an end to themselves. There is no freedom from the period of time of learning, place of learning, path of learning, and pace of learning. Demand that your publishers move their content to a cloud-enabled, adaptive platform that will assist with next-generation learning models.
This is not a complete list, and this article is certainly not intended for a scholarly journal with numerous references and research. Schools are beginning to take steps toward a breakthrough alternative learning model such as blended learning, and at least until they get to that model, are utilizing digital textbooks and some type of BYOD model. Regardless of the model, educators must be mindful of all the practical facets of implementation. Perhaps the main criticism from educators, researchers, and experts that promote and utilize blended learning is that many schools are so excited to say they have implemented tablets or a BYOD approach that they really never think through many of these implementation factors.
Some schools may utilize tablets, and some schools may emphasize writing more and utilize laptops or netbooks. Because teachers are now teaching digital generation students, and because technology has revolutionized education and is allowing for a more customized student learning experience, the methods are drastically changing. If your school is unfamiliar with the BYOD concept, if you have just started the BYOD/digital textbook practice, or if you have utilized BYOD for years and are now updating to an adaptive learning platform allowing customized learning for the students, the goal is the same – to reach and teach the students.
If blended education or any other alternative method enhances this role, if pedagogical standards are upheld, and if technology can provide some individualization or flexibility to enable students to learn at a higher level, then the possibilities of online learning will be limitless. It is highly possible that alternative teaching methods that utilize technology and incorporate a personalized digital learning system can engage and educate today’s students in ways that traditional education cannot.
References
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 blended learning disruptive: An introduction of the theory of hybrids. Clayton Christensen Institute (May 2013).
Hess, F. M., & Meeks, O. M. (2010). Unbundling schools. Phi Delta Kappan, 92(3), 41-42. Retrieved from http://www.kappanmagazine.org/
Vander Ark, T. (2011). Getting smart: How digital learning is changing the world. San Francisco: Jossey Bass.
Jason Haas is the Director of Programs and Services at the North Carolina Christian School Association. Jason has a B.S. in Music Education, an M.S. in Educational Leadership, and an Ed.S. in Educational Leadership. He will complete an Ed.D. in Educational Leadership from Liberty University by the fall of 2015 and is currently researching for his dissertation entitled, “The Change Leadership Practices Utilized At Selected K-12 Schools When Alternative Breakthrough Models In Blended And Online Learning Were Effectively Implemented: A Phenomenological Study.” Mr. Haas has been researching, writing, and speaking on alternative learning models and other educational technology integration for several years. Email him at jasonhaas@nccsa.org or follow him on Twitter @jasonhaas.