In this series, Nicky Hockly explains aspects of technology which some people may be embarrassed to confess that they don’t really understand. In this article, she explores BYOD (Bring Your Own Device).
1 Tell me about BYOD – what is it exactly?
BYOD (Bring Your Own Device) is a simple idea which is becoming increasingly popular. Rather than schools having to invest in and maintain expensive suites of computers, laptops or tablets, students are encouraged to bring their own devices (such as laptops, mobile phones or tablets) to school. You may also hear the term BYOT (Bring Your Own Technology). Although BYOD and BYOT are often used interchangeably, there is a slight difference: BYOD usually refers to students bringing devices to school from a range sanctioned by the school. For example, the school may allow the use of student-owned laptops or tablets, but not mobile phones. BYOT usually refers to students bringing any technology they want to school, with no restrictions placed. In this article, I will use BYOD as a catch-all term, as is common in the field.
2 Why is BYOD becoming popular in education?
Increasingly. cash-strapped institutions are looking for alternatives to buying expensive technologies. Particularly in the developed world, students often own laptops, smartphones and/or tablet computers already. Why not have them use their own devices in class, too, the thinking goes. Students are responsible for the maintenance and upkeep of the hardware and software – and best of all, they already know how to use their devices effectively and don’t need to be taught. What’s more, research has shown that the sense of ownership that students have with their own devices means that learning itself is more likely to cross the boundary between classroom and home.
The trend towards BYOD is particularly noticeable in the USA and the UK, where it has been piloted at secondary and university level in a number of institutions, and even across school districts. In developed countries, BYOD tends to revolve around laptops, smartphones and/or tablets. But BYOD initiatives are also apparent in developing countries, where large-scale projects using basic feature phones and SMS have been implemented to help learners access English outside the classroom (see this column in ETp Issue 76).
3 Is it as easy to implement as it sounds?
Are there downsides? There are some challenges associated with implementing a BYOD approach. First of all, there are hardware and software issues. Students may bring very different devices to school, which may make carrying out the same activities difficult for everyone. For example, if your students bring mobile phones to class, some may have only basic feature phones, while others may own smartphones. Issues of device inequity may arise, with some students showing off the latest smartphones, while others are only able to afford more basic models. And even if your students all have smartphones, they may have different operating systems and some apps may not be available for each. Teachers are often concerned that they will need to provide technical support for students with a range of devices as well. A related hardware issue involves access to reliable Wi-Fi or 3G networks – and the possible associated costs with the latter for phone users.
A further area of concern for teachers is that students could misuse their devices in class, for example by texting friends or checking their Facebook accounts instead of doing class tasks.
With younger learners, potential misuse might include safety issues such as cyber-bullying of classmates, or accessing inappropriate content on the web. In some contexts, asking students to bring valuable technology to school may make them targets for mugging or robbery.
4 BYOD sounds challenging!
How might I deal with these issues? Looking at how institutions and individual teachers have dealt with some of the challenges associated with BYOD is enlightening. Task design can help with issues of hardware and software. For example, almost all mobile phones have audio and video recording facilities and can take photos. Tasks which revolve around students producing photos, audio or video can be carried out regardless of the OS. Some institutions take a hybrid approach, with students who already own smartphones or tablets using their own, and with ‘top-up’ class sets of smart devices available for other students to use when necessary. Pairing students together with one device is another option. Issues of classroom management and safety are often dealt with by a school’s Acceptable Use Policy (AUP), which usually forms part of a wider digital strategy within a school.
5 How can teachers make BYOD work in their school?
Rather than having individual teachers applying an ad hoc BYOD approach with individual classes, it makes more sense for a school to consider strategically and gradually implementing a well-thought-out BYOD policy, underpinned by a clear pedagogic rationale. The key stakeholders – teachers, students (and parents of learners under 18) plus the IT team – need to be brought on board, and an AUP hammered out. A small-scale evaluated pilot phase is advisable. But perhaps most importantly, teachers need to be clear on why they are getting students to use their devices in the first place. The devices – whether student- or school-owned – need to be secondary to pedagogy and learning. The most important elements in the equation are the students and the teacher, and we need to keep this firmly in mind when planning a strategic BYOD policy.
Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. Her most recent book is Digital Literacies, published by Pearson. She has published an e-book, Webinars: A Cookbook for Educators (the-round.com), and is currently working on a book on mobile and handheld learning. She maintains a blog at www.emoderationskills.com.
