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Running head: BRING YOUR OWN DEVICE

Wiki Literature Review: Bring Your Own Device

Sherry Jarvis, Pamela L. Jimison, Mary Norris, and Alma Waskey

Liberty University

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BRING YOUR OWN DEVICE

Abstract

Bring your own device, also known as BYOD, is a growing trend in K-12 and college

institutions. This paper reviews current literature on the trend of BYOD. Reviewed are the

theoretical foundations and research that both support and discourage its use in schools. While

there are schools that discourage students from bringing their own mobile devices such as smart

phones, iPads, and iPods, more and more schools are encouraging students to bring their own

device. With decreasing technology funds, many schools find that allowing students to bring

their own device not only helps the school economically, but it also opens up a whole new world

of learning for the student. While there are security concerns, schools have found ways to make a

BYOD environment safe. The implementation of a BYOD program is explored for schools that

desire to expand their technology and learning environment.

Keywords: BYOD, m-learning, student-centered learning

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Wiki Literature Review: Bring Your Own Device

As the world of education grows, it continues to change; bring your own device, also

known as BYOD, is part of this change. BYOD is a growing trend in education that capitalizes

on use of the Internet in the teaching and learning process (Horizon Report, 2011). Curtis J.

Bonk’s book, The World is Changing: How Web Technology is Revolutionizing

Education (2009), explores the Internet as a learning source. Web technology allows educators,

students, and individuals from all walks of life to learn anytime, anywhere (Bonk, 2009). In fact,

Bonk states that the premise of the book is that “anyone can now learn anything from anyone at

any time” (Bonk, 2009, p. 6).

Meanwhile, schools are faced with declining funds for technology. Helping students be

prepared for the 21st century is an expensive task and requires constant upgrades to technology

including new technologies such as tablets, iPads, and other devices. Many schools are now

trying to meet the needs of preparing the learner for the 21st century by allowing students to

bring their own device to school instead of the school providing the technology. In this literature

review, the authors explore some of the issues that need to be addressed by schools that are

implementing a BYOD program.

Making sure that students are prepared for the 21st century has also been termed 21st

century skills. According to The Partnership for 21st Century Skills (2009), these skills include

the following listed below:

Information, Media and Technology Skills

Information literacy

Media literacy

ICT literacy

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Learning and Innovation Skills

Creativity and Innovation

Critical thinking and Problem solving

Communication and Collaboration

Life and Career Skills

Flexibility and Adaptability

Initiative and Self-direction

Productivity and Accountability

Leadership and Responsibility

Social and cross-cultural skills

Mobile learning, also known as m-learning, is becoming increasingly popular. In a recent

study by the Pewet Internet and American Life Project, 88% of American adults have cell

phones, 57% have a laptop, 19% own an e-book reader, and 19% have a tablet (Smith &

Zickuhr, 2012). The Pewet Internet and American Life Project also found that in 1995, only

about one in ten adults went online; yet by 2011 Internet use had risen to 78% for adults and

95% for teenagers. The Pewet Internet study found that 66% of young adults ages 18-29 own a

smart phone and one in four smart phone users say their phone is the main source of Internet

access. These smart phones are used for text messages; accessing the Internet; taking photos;

sending and receiving email and videos; accessing social networking sites; doing online banking;

and reading. In another study by Pewet regarding how teens do research in the digital world,

Purcell et al. (2012) found that 77% of advanced placement teachers say that the Internet and

digital search tools have a positive impact on their students' research work. Of these same

teachers, 99% agree that students can access a wider range of information. This research implies

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that wireless devices such as cell phones can be used as educational tools.

Sarrab (2012) discussed m-learning as the new electronic learning (e-learning). He stated

that it is the fastest growing computer platform. Sarrab listed a few ways mobile devices can be

used in education: (1) language teaching using short messages, (2) vocabulary and practice

questions, and (3) experiential learning situations and problem solving. In university settings,

students load lecture notes to their cell phones and absent students receive work via Short

Message Service or SMS. Mobile devices can be carried anywhere to access knowledge (Sarrab,

2012). In his 2012 report, Sarrab lists the benefits of m-learning as:

● Anytime access to content

● Anywhere access to content

● Supporting distance learning

● Enhancing student-centered learning

● Review of content

● Supporting learners with disabilities

● Supporting differentiation and personalized learning

● Enhancing interaction and collaboration

● Reducing cultural and communication barriers between faculty and students

The Need

Our nation is at risk and education needs reform (Jimison, 2012). The report A Nation at

Risk states that 13% of 17 year-olds are illiterate, standardized test scores are lower than 26 years

ago, and math, science, and literacy scores have been on a gradual decline (National Commission

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on Excellence in Education, 1983). With the emergence of the Internet, education now has the

ability to reach beyond the classroom (Jimison, 2012).

According to Warschaer (2012), computers raise academic outcomes including grades, test

scores, and graduation completion. A study of home and computer use and test scores conducted

by Beltran, Das, and Fairlie (as cited by Warschaer, 2012) found a differential in graduation

completion between computer owners and non-computer owners of 24.3 percentage points

according to the NLSY97 data and 16.6 percentage points according to the CPS data. Beltran,

Das, and Fairlie (as cited by Warschaer, 2012) found that 93% of the computers at home were

used for school use. Warschaer noted that schools with a one-to-one program where students use

computers for writing, research, collaboration, and publication have high test scores. This

research implies that using computers, including mobile devices, may help bring the reform our

nation needs.

Theoretical Foundations

There are many theories in education, but no one theory fits the BYOD movement.

However, there are several theories that have helped form the foundation of BYOD. The authors

of this literature review found several theories that are worthy of noting as a foundation of

BYOD.

Constructivism

According to the Clark (2012), the BYOD initiative is grounded in social learning theory

or Social Constructivism. Social Constructivism states that students bring their own

understandings to the classroom and based on their interactions and experiences in the class, new

knowledge is formed. BYOD enables students to use the tools of their culture in order to aid in

this knowledge assimilation. It is the social interactions - including those that emphasize critical

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thinking, collaboration, communication, and learning by doing - afforded by integration of these

devices, that help to drive the learning process and make learning enduring and meaningful for

students.

Connectivism

While constructivism is a broad and well-known theory in education, according to

Siemens (2005), it was developed when learning was not impacted through technology like it is

today. The connectivism theory combines many learning theories with technology and the

"diminishing half-life of knowledge" (Siemens, 2005, p. 1). Connectivism states that we learn

when we make connections. Siemens (2005) states his main principles of Connectivism as (1)

learning rests in a variety of opinions, (2) it is a process of connecting information, (3) it may

reside in non-human appliances, (4) the intent is up-to-date knowledge, and (5) decision making

is a learning process. Mobile devices help us connect new information in new and exciting ways.

WE-ALL-LEARN

In Curtis J. Bonk's book The World is Changing: How Web Technology is

Revolutionizing Education (2009), Bonk discusses ten 21st century learning trends. Bonk

formats these trends into an acrostic known as WE-ALL-LEARN (Bonk as cited by Jimison,

2012):

Web searching through e-books

E-learning

Availability of open source

Leveraged resources and open course ware

Learning object repositories

Learner participation

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Electronic collaboration

Alternate reality learning

Real-time mobility and

Networks of personalized learning

Bonk (2009) states that through employing the WE-ALL-LEARN framework, educators

will be able to help make the shift from a teacher-centered environment to one that is

personalized and learner-centered. The Internet provides free and open access to a pool of

educational resources (Bonk, 2009). The world is open to us like never before. As the analogy

suggests, we are all learning this together (Bonk as cited by Jimison, 2012).

Frame

There is no clear theory for mobile learning (Traxler as cited by Crompton & Hooft,

2012). Marguerite Koole developed a framework called the Rational Analysis of Mobile

Education (FRAME). Her framework includes device usability, interactive learning, social

technology, and mobile learning (Crompton & Hooft, 2012). "In sum, definitions of mobile

learning have evolved from a focus on technology to learner to social interaction and context, but

are still fluid and continue to change" (Crompton & Hooft, 2012, p. 2). This aspect of fluidity is

important as the BYOD environment continues to develop and grow.

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Implementation

Rationale

Many districts and schools around the country have made the decision to implement

BYOD initiatives. These initiatives are also known as Bring Your Own Technology or (BYOT).

Many factors have played a role in this decision including funding issues arising from national

and state budget cuts, accountability issues as a result of poor learner outcomes and alarming

high school dropout rates, and even the lack of general use access to district technologies during

state and district mandated testing windows. Other factors include the ability to keep pace with

the learning needs and styles of students; the provision of more choices over the delivery,

location, and schedule of student’s learning; and also enabling teachers to become more effective

in helping students to learn. Effectively preparing students for their future entails that districts

and schools around the country leverage digital technologies to improve student learning

experiences, move further into the digital learning age, and empower students to take an active

role and take ownership of their own learning (Campbell, 2012; NNPS, 2012).

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Requirements for Implementation

Due to the fact that each district/school is comprised of various demographics, budget

levels, and staff, there is not a one-size-fits-all BYOD implementation plan. Best practices in

regard to technology integration must be considered before implementation to include input from

all stakeholders, effective planning, and initial and ongoing technical support. Districts and

schools who plan to adopt this initiative require assistance from parents, administration, teachers,

students, instructional technology, technology services, accountability, and curriculum specialist.

Each has a vital role to play in the success of the initiative and each must understand their

responsibilities. The stakeholders must be made aware of the types of devices that are supported

in the BYOD initiative. All stakeholders must understand and agree to abide by the district’s

acceptable use policies that have provisions for the Children’s Internet Protection Act [CIPA]

guidelines with the appropriate filters put in place.

The policies should emphasize the ethical and appropriate use of technology. These

policies may also make provisions for BYOD usage at the teacher discretion, but only where

educational use is concerned. All stakeholders need to understand that there is a potential for

misuse, and guidelines will need to be established in order to address issues when and if they

occur. Districts and schools that adopt the program must consider issues dealing with loss, theft,

and damage, and relay the information to all stakeholders. Technical/network support is a crucial

element to consider when adopting this initiative.

Some districts and schools make provisions for support of student devices, utilization in

the classroom, and teacher professional development, but others do not. Some districts and

schools provide instructions for network connection for various devices, but take a hands-off

approach when and if students require assistance. Some districts and schools may prohibit

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students from charging their devices throughout the school day and will not enable or support

installation of software for use on student devices (Stafford, 2012; NNPS, 2012).

The article “BYOD Strategies” reviewed three unique school districts using BYOD and

the methods they used to make BYOD successful. The three districts studied were Lake Travis

Independent School District in Texas, New Canaan Public Schools in Connecticut, and

Independent School District ISD 279 in Minnesota (BYOD Strategies as cited by Jimison, 2012).

The theme of Lake Travis was universal content (BYOD Strategies, 2012). According to

“BYOD Strategies”, the wealthy families were expected to provide their own devices, low-

income families were given devices through a bond package, and middle-income families had

the option to purchase or lease (BYOD Strategies, 2012). This sets a fine example of how to

provide equitable access. Every student is able to use a device at school and home.

The second school studied was New Canaan Public Schools. The theme of New Canaan

was respect (BYOD Strategies as cited by Jimison, 2012). According to BYOD Strategies, the

students were given a Google Doc form that recorded their MAC address and a statement stating

that they would comply with the use policies. New Canaan noted that BYOD helped with equity

issues because special education students are no longer singled out for bringing their own

devices (BYOD Strategies as cited by Jimison, 2012).

Finally, ISD 279 in Minnesota was given the theme of a grassroots effort (BYOD

Strategies, 2012). At their school, the BYOD movement started in one classroom. Considered a

low-key approach, it spread to ten classrooms and finally the district. Teachers have not changed

teaching methods because they used laptop carts in the past and continue with the same methods

of instruction with the new technology.

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ISD 279's low-key implementation may be very doable for schools considering BYOD.

Schools may consider beginning with one classroom, adding on implementation to the school,

and later the district. The key is teacher professional development. ISD 279 lacked in this area.

They provided teachers one day over the summer for training (BYOD Strategies, 2012). When

teachers are comfortable with the program, they will be more apt to be successful with it.

When considering a BYOD program, funding and leadership are key items. Funding

should not be a main issue since devices are brought from home. However, if devices are given

out or loaned, then funding is important (Jimison, 2012). According to Jimison (2012), schools

have to consider the funding of Wi-Fi, software, and professional development as well.

Leadership is foundational to the program. Jimison states that the program must have strong

leadership in the technology department and school administration.

Edutopia, a web site for educators produced by the George Lucas Educational

Foundation, recently published a mobile learning guide for those interested in mobile learning.

For those interested in initiating a BYOD environment in their school, this guide has a wealth of

information. The guide gives steps to beginning implementation. First, find out what is trying to

be achieved (Robledo, 2012). Consider whether the desired outcome is curriculum, research or

collaboration. Robledo (2012) states that students should then be surveyed to find out what

devices they have and what limitations exist on the devices. Finally, encourage students to be a

part of the learning process by sharing applications that work for them (Robledo, 2012).

Infonet's Mobile Learning Infokit published a helpful infographic that includes ten steps

to mobile learning adoption. The image is adopted from Gary Woodill's m-Learning Roadmap

(Belshaw, 2012). As documented by Belshaw (2012), the steps include:

1. Write mobile learning vision statement

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2. Gather stakeholder requirements

3. Agree on scope

4. Obtain senior manager buy-in

5. Identify required content

6. Decide in-house or external development

7. Identify champions

8. Create and test beta content

9. Gain feedback and iterate offering

10. Roll-out to wider group

Research

The BYOD movement is becoming more and more popular around the United States.

This is because technology has become part of everyone’s life, and the way students learn and

discover the world is different today than it has been in the past. Technology advances have

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helped make education more meaningful to students, although some say it does come with equity

issues. Interactivity makes the learning process more engaging for students, and they do not

consider technologically advanced lessons boring. Using technology allows students to get

immediate feedback so they can adjust their thinking and actions. Many people believe that the

immediate feedback helps students learn much more (Brown, 2009).

Support for the BYOD initiative is discussed below in a series of research articles, case

studies, and other literature. Some of the common themes include affordability, alignment,

student use, student engagement, and the impact of technology on learning.

Doug Johnson, Director of Media and Technology at Mankato Area Public Schools in

Minnesota and the author of The Classroom Teacher’s Technology Survival Guide, wrote an

article entitled “On Board with BYOD” (Johnson, 2012). The purpose of the article was to

inform readers about the popularity of students bringing their own devices to campus. Believing

that BYOD is a viable option, Johnson (2012) stated BYOD is becoming popular in part because

of the increased affordability of netbooks, laptops, and tablets. Many adults are now using

portable devices in their own lives whether for personal or work use. Secondly, teachers are

finding more ways to engage learners with technology. Finally, districts realize that inadequate

funding will not allow them to provide a device for every child (Johnson, 2012). Bringing your

own device may be the best option.

Vogel, Kennedy, and Kowak (2009) discuss viability of a BYOD initiative in their article

entitled "Does Using Mobile Device Applications Lead to Learning.” According to Vogel et al.

(2009), for effective learning to occur, the approach utilized to address teaching and learning

must be aligned at all levels to include student, instructor, and institutional level. As students

seek out various tools to support learning, so must the institution and the instructors. Vogel et al.

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(2009) note today’s students utilize and seek out technology that is pervasive and integrated;

personalized; collaborative; interactive; transferable; and timely. This is what learning in the 21st

century is all about. If students are here, instructors and institutions must follow suit in order to

have a positive outcome.

The study "Mobile Math: Math Educators and Students Engage in Mobile Learning"

authored by Franklin and Peng (2008) was conducted in order to address the crisis in math

education and to capitalize on technologies that can improve teaching and learning. This BYOD

initiative was found to be viable since the majority of students today are considered digital

natives because of their level of comfort with and use of technology on a daily basis, along with

reliance on the research of educational theorists about how best to teach students.

Similarly in their study entitled Technology Uses and Student Achievement: A

Longitudinal Study, Lei and Zhao (2007) found that mobile device integration can have a

positive impact on teaching and learning, but only when quality use of these devices is

emphasized such as creating and synthesizing over surfing and social networking for personal

reasons. Time spent on these devices factored in the results as well, with a determination that

students who spent more than three hours a day on these devices were less successful

academically than students who spent less than three hours a day.

Motivation for the adoption of a BYOD initiative can be found in the book The World Is

Open, written by Curtis J. Bonk (2009). Bonk (2009) emphasizes that anyone can learn anything

from anyone whenever and wherever they choose. This is centered on the framework known as

"WE-ALL-LEARN," described above. The “WE-ALL-LEARN” framework not only gives rise

to the potential impact that technology can have on learning, but explains what it actually looks

like when these avenues and resources are utilized as they should be.

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The viability of the BYOD initiative is emphasized in an article published in a magazine

called Leading and Learning with Technology from The International Society for Technology

Education, known as ISTE, a widely known resource for technology educators and teachers. In

the February 2012 issue, senior editor Diana Fingal wrote about BYOD, comparing the two

contrasting viewpoints of Gary Stager and Lisa Nielsen (Fingal, 2012). In support of BYOD,

blogger Lisa Nielsen wrote an article entitled, "Ideas for Bringing Your Own Device – Even If

You Are Poor” (Fingal, 2012). Nielsen (as cited by Fingal, 2012) believes that bringing your

own device empowers families to take ownership for obtaining their own learning tools. Nielsen

stated that students do not need to all use the same tool. She also does not believe that the

government needs to supply these tools (Nielsen as cited by Fingal, 2012). According to Nielsen,

students are empowered when they take ownership of their learning.

Lisa Nielsen wrote an article where she attempted to dispel common myths regarding

BYOD (Nielsen, 2011). Nielsen (2011) stated that it is a myth to believe that BYOD deepens the

digital divide. Rather, when students bring their own devices, it allows for greater access to

school-owned technology for those that are in need (Nielsen, 2011). Nielsen states that bringing

your own device will not cause students to be distracted because learners are more engaged in a

connected classroom. While some teachers fear technology use, when students bring their own

devices, they are experts in the technology and can take part in helping others, allowing the

teacher to have more time to focus on its educational use (Nielsen, 2011). She believes that

schools should not ban devices but should focus on training students to become "responsible

digital citizens" (Nielsen, 2011, p. 2). Finally, when students bring their own devices, it allows

them to discover and create in ways that will astound both teachers and administrators (Nielsen,

2011).

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Commonalities to the above findings are documented in a study to show how a set of

third grade math students achieved on a test after using technology in the classroom, their scores

were compared to other third grade students who were not exposed to the technology. The

students who were exposed to technology used in the classroom received better scores on the

posttest on multiplication tables. The average performance advantage was statistically significant

by a .01 alpha level. The students were only tested on multiplication tables, so the data cannot be

interpreted for how successful using technology would be on other topics or in higher grades

(Kiger, 2012).

Barak explained how using technology could help motivate students. There are a few

aspects that go into self-motivating behavior, which is comprised of cognitive, metacognitive and

motivational parts. Technology can enhance student learning and it relates to the students’ daily

life. Students get feedback from teachers and peers through the use of technology, which creates

more motivation (Barak, 2010). Hence, this supports a BYOD initiative.

The cost and access issues associated with using the latest technology are some of the

greatest barriers to implementing technology in the classroom. Approximately sixty to seventy

percent of students already own a computer, making a BYOD program more attractive. The cost

would be tremendous if a school district had to provide every student with a computer (Brown,

2009).

While there is support for the viability of the BYOD initiative, there is also criticism of

the initiative to include equity, teacher preparedness, misuse, and the need for assistive

technology for special needs students. Other issues include infrastructure costs.

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Criticisms

Gary Stager is a blogger who wrote a post called “BYOD – Worst Idea of the 21st

Century” (Fingal, 2012). His post received more than 50 comments (Fingal, 2012). Stager

believes that expecting students to bring their own devices will widen the digital divide (Stager

as cited by Fingal, 2012). One individual that posted a comment stated that BYOD is the future

because schools lack technology resources (Fingal, 2012). Others side with Stager stating that

twenty-five students with twenty-five different devices can be frightening to a teacher

uncomfortable with computers (Fingal, 2012). Indeed, many teachers are uncomfortable with the

use of technology. Allowing students to bring devices and use them in class can be very fearful

even to tech-savvy teachers.

Emma Chadband of NEA Today wrote an article "Should Schools Embrace Bring Your

Own Device" where he wrote both pro and con. In his research, he found that not every district

has the resources to properly train teachers in BYOD technology classroom use (Chadband,

2012). Schools that already have budget cuts have even fewer professional development

resources (Chadband, 2012). Teachers must be given proper training in order for a BYOD

program to be effective. Johnson (2012) stated that teachers must have professional development

so that they will be able to develop lessons that productively use the devices (Johnson as cited by

Jimison, 2012). Chadband is also in agreement with Stager that a BYOD environment can

increase the digital divide. Chadband believes that students should be able to borrow a device

from school without facing any type of stigma (Chadband, 2012). In his article he also states,

"BYOD could present other hazards as well. When students bring their own devices, cyber-

bullying and other problems associated with social media may come with them. Many students,

for example, don't understand how much they should share online, and they could end up posting

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information that could jeopardize their academic, or even professional, futures" (Chadband,

2012, para. 15). Any school that decides to have a BYOD environment must make sure to

address issues of safety and procedures. However, the maintenance to the computer software is

also considerable, which makes it difficult to adopt a “bring your own device” policy, especially

when students are bringing different types of computing devices.

Special Education

The No Child Left Behind Act has created some obstacles for public schools. This act has

forced special education students to take state mandated tests. Most educators have gone to great

lengths to try to give the special education students everything they need in order to be

successful. There have been other extreme cases where researchers have found schools telling

special education students to stay home on testing day. Researchers also noted that the special

education students are not getting the same rigorous material as the regular education students on

a daily basis in class. This problem is occurring too much around the country because schools

want to avoid low test scores. Special education students deserve the same education as a regular

education student, but they may need some assistance. Assistive technology, defined as any piece

of equipment purchased off the shelf or modified to help a student succeed, will then be

implemented (Atchison, 2008).

Researchers analyzed the impact of assistive technology on special education students

who have to take state tests. Assistive technologies have the potential to improve the special

education student’s performance on state tests and on their daily classroom work. Researchers

use information gathered from teachers and administrators to help guide their decisions

(Atchison, 2008).

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Atchison focused on educational practices in south and central Colorado. The state

testing assessment focuses on the areas of reading, writing, mathematics and science. Students in

grades 3 - 10 are required to take the state tests. The main purpose of the study was to determine

how effective assistive technology is on helping special education students be on a level playing

field with their peers on standardized testing. Assistive technology can include devices that non-

disabled students use on a daily basis as well, such as calculators and voice activated devices.

Assistive technology, including computers and tablets, has been shown to increase the

productivity and creativity of students with disabilities. The use of tablets allows the student to

use the assistive technology in multiple environments. The student can take a tablet to different

classes and use the tablet at home. Research has been conducted that affirms that the use of

technology with special needs students helps improve their writing performance on standardized

tests. Tablets have a lot of potential for special education students, because this technology can

assist them in regular education courses (Atchison, 2008). Students could record the lecture

session in class and they could work through extra drill sets any time for the particular course

they are studying. Special education students need to be able to function in society, therefore

assistive technology is helping them get there.

Equity

Mobile devices are making it possible for students to connect with teachers and fellow

classmates in ways that have never before been possible. Mobile phones especially have made it

easier for students to access information without having to have the extra bandwidth necessary to

access the Internet. Learning and research can now occur outside of the school day, thanks to

mobile devices (Davis, 2012).

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Devices like the Kindles and Nooks allow students to have access to more books, plus the

use of the mobile device encourages reading. As a result, the students are reading better (Davis,

2012). Enhanced reading skills will help the students in a variety of areas, such as writing and

comprehension. Reading good writing might improve students’ writing skills, which have

suffered because of the extensive use of shorthand on mobile devices. Books are also equipped

with teacher editions that the teachers can load onto their mobile device (Davis, 2012). This is a

convenient feature that may not be available with the purchase of hardback editions of the books.

There are a few problems with the use of mobile devices. Children could break or steal

them. In some of the poorest countries, they do not have a problem with stealing, but they have

had problems with the mobile devices breaking. Although the devices that have broken have

been minimal, this needs to be expected (Davis, 2012).

Mobile devices have helped students have access to more information, giving students

more of an equitable chance at success. When students are exposed to more information, they

will be better equipped to compete with other students who have traditionally had better access

to technology.

One additional area of concern centers on device maintenance. The maintenance of

software is considerable, which can make it difficult to adopt a bring your own device initiative,

especially when students are bringing different types of computing devices.

Security

Many school districts are worried about the security of the students and the school system

with the BYOD movement. This is a legitimate concern, although it should not prevent the

adoption of a BYOD system. The budget cuts that have taken place in many school districts

around the country in the last couple of years have made adopting a BYOD program very

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attractive. The next concern for many teachers is trying to teach all their students who have

different devices (Ullman, 2012). This could be a nightmare, but there are plenty of web based

and non-web based programs available that can be used on any device. The teachers could

choose what program that fits the needs of their class and utilize it. This would eliminate extra

work for teachers and lessen the burden of having to know many different applications on the

different devices. It is also important to have all of the technical support in place when

implementing BYOD. This is to help make sure the student’s devices are on the right Wi-Fi

network and their devices are working properly on that network. Proper leaders and funding

should be in place in order for BYOD to be a smooth transition. Lastly, the school districts need

to make sure their hardware, software, networking and infrastructure have the right standards set

from the beginning (Ullman, 2012).

Ullman (2012) wrote an article specifically reviewing BYOD and security. In this article,

he investigated three schools: New Canaan in Connecticut, Alvarado in Texas, and Katy in

Texas. Each school varies in its approach to security.

Students are told they may bring their own device and simply register it on the school's

Google document at New Canaan High School. If students do not have their own device, they

simply use what the school provides (Ullman as cited by Jimison, 2012).

Alvarado School District has school-issued laptops in grades 4-8. Ullman (2012) stated

that because state funds have decreased, they have moved to a BYOD. The school network

validates the student devices and checks for antivirus software (Ullman as cited by Jimison,

2012). The director of technology, Kyle Berger, worries that teachers will be unable to work with

varying devices in the classroom. For example, if a teacher requires a student to use Excel, one

student may have a laptop, another an iPad, and another a two-inch iPhone screen (Ullman as

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cited by Jimison, 2012). Ullman (2012) stated that to alleviate problems, he and his team are

researching ways to use resources that are Web based.

The final school studied by Ullman was Katy ISD in Texas. According to Ullman, this

school uses a public, filtered Wi-Fi. The school has distributed 1,500 m-learning devices to all

fifth graders at eleven campuses (Ullman, 2011). Students use Verizon network at home and the

network system at school with a filtering system. The school spends quite a bit of time helping

teachers integrate Web 2.0 skills into the classroom (Ullman as cited by Jimison, 2012).

Further research was given to Katy ISD regarding its BYOD program. Since Katy ISD

offers a filtered Public Wi-Fi, it provides much of its information online at Katy ISD Online.

Many educational resources are offered via the Internet so that the resources may be accessed

anytime and anywhere. Students from grades 2-12 may bring their own devices at the discretion

of the teacher. Students accept the terms of the Katy ISD Responsible Use Guidelines (RUG)

located on the website (Katy ISD, 2012). For security, students assume responsibility for their

own devices. Katy ISD instructs them not to loan their device to anyone and to keep it secure at

all times. The campus assumes no responsibility for lost, damaged or stolen devices and only

limited resources will be spent trying to locate missing devices. According to the District policy,

personal devices may be subject to investigation (Katy ISD, 2012).

Eric Willard, technology officer at an Illinois school district, designed a building block

pyramid that shows the steps in the BYOD process to make it go smoothly (Ullman, 2011). In

Willard’s pyramid (as cited by Ullman, 2011), the most crucial section of the pyramid is the base

which includes funding and leadership. Willard (as cited by Ullman, 2011) tells schools that

without funding and leadership, they should not continue with a program. Other steps of the

pyramid include technology planning, support, standards, infrastructure, hardware, and software.

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At Lake Travis School in Texas, there are few security problems because everything is

filtered through the regular school Internet system (BYOD Strategies, 2012). According to

BYOD Strategies (2012), the school already had an Acceptable Use Policy (AUP) in place and

they did not need to do much to it except revise it to fit the needs of the BYOD. BYOD

Strategies states the school increased mobility throughout the campus by increasing access points

(BYOD Strategies, 2012).

According to the Newport News Public School (NNPS) Division in Virginia,

stakeholders must be made aware of the types of devices that are supported in the BYOD

initiative and what the requirements are for use, such as access to wireless networks, potential for

educational use, and whether or not the district or school will support use of 3G or 4G broadband

usage (this will most likely not be the case in order to adhere to Children's Internet Protection

Act [CIPA] guidelines). All stakeholders must understand and agree to abide by the district’s

acceptable use policies that have provisions for the CIPA with the appropriate filters put in place.

The policy emphasizes the ethical and appropriate use of technology (NNPS BYOD Guidelines

for Students, 2012).

Professional Development

Although professional development (PD) for K-12 teachers is in the process of being

changed to encourage technology use in the classroom, BYOD has not been around long enough

for studies to demonstrate the effectiveness of one type of PD over another. However, the

effectiveness of PD for technology can extend to BYOD as well. Delving through the studies that

measure and evaluate the effectiveness of different means of PD, a consensus begins to appear

on the necessary components of an effective program.

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As stated earlier teachers have to know which applications can work on multiple devices

because students will not bring in the same devices. Professional development has to take this

into consideration, because teachers need to feel comfortable working on different devices. Since

BYOD is very new, school systems need to work at their comfort level and implement small

increments of this new technology.

Transformational learning

An effective program for professional development in a K-12 school system is one which

causes transformational change in the educators (King, 2002). In spite of a large body of research

which indicates changes in pedagogy are necessary, not much has changed in the way students

are taught (Ertmer & Ottenbreit-Leftwich, 2010). Teachers tend to incorporate technology into

their traditional practices instead of utilizing the available technology to update their teaching

methods to research-based best practices (Rosen & Beck-Hill, 2012). Since teacher quality is one

of the most important predictors of student achievement (Dash, de Kramer, O'Dwyer, Masters, &

Russell, 2012), it behooves school systems to pay close attention to the quality of their

professional development plans. For educators to change their teaching practices, they must also

change the underlying beliefs, such as instruction methods and worldview, which support these

practices (Martin, Strother, Beglau, Bates, Reitzes, & Culp, 2010). They see the benefits of

student-centered learning when they are allowed to learn through discovery and constructing

knowledge themselves in their own PD classes. As teachers improve their knowledge and skills

in the subject matter they teach and the tools they use through a good PD program, they also feel

more comfortable with a student-centered teaching approach (Dash, de Kramer, O'Dwyer,

Masters, & Russell, 2012). With a quality PD program, educators also recognize that they are

25


part of a global community of educators (King, 2002). This shift in worldview affects the

teaching that takes place in individual classrooms too.

Collaboration

It soon becomes clear that the community of learning – the administrators, the staff, the

teachers, the parents, and the students – need to be convinced of the importance of the

incorporation of technology into the classroom. In spite of the fact that knowledge of how to use

technology is necessary in today’s working world, the pedagogy of teaching and using it has not

yet been incorporated into the list of good teaching practices. Until the entire school community

is in agreement about the changes needed, it is difficult for real change to take place. Once

support systems are in place, the PD programs can begin the process of effecting changes in the

teaching practice.

Beginning with solid leadership, administrators need to have a vision for the future of

their schools. In a survey of 126 teachers conducted by Yun-Jo An and Charles Reigeluth, the

top perceived barriers to technology integration in the classroom were external to the classroom.

These barriers were “lack of technology and time, assessment, and institutional structure” (An &

Reigeluth, 2011, p. 61). With a forward-thinking vision, administrators can help alleviate some

of these problems. When teachers feel they are supported as they experiment with new ideas,

they are more likely to take risks by learning new technology and integrating it into the

classroom (Beabout & Carr-Chellman, 2008).

To implement a BYOD program, any school must have capable instructional technology

(IT) personnel in place. These staff members should understand the security needs of their

school, protecting students against the dangers lurking on the internet and protecting the school

network from students willing to compromise the school’s security system. They also should be

26


familiar with the more common types of mobile devices students may be bringing, so they can

help the teachers with technical issues which might arise. When teachers feel they have the

technical support they require, once again this will encourage teachers to try new methods.

Educators can collaborate with each other to increase the effectiveness of their lessons.

One approach to this is to have a group of teachers each develop an approach to a particular

lesson, using technology, and then join together in a brainstorming session to choose the best

approach (Ertmer & Ottenbreit-Leftwich, 2010). This method not only helps for the particular

lesson studied, but increases the level of awareness in each teacher as to how to proactively use

technology in the classroom. When teachers and parents witness the differences in their students’

interest levels in the lessons, this encourages more experiments with technology integration

(Ertmer & Ottenbreit-Leftwich, 2010). Room, time, and resources need to be made available for

teachers to learn from each other, ideally in an online community. Social networking sites such

as Edmodo and wikis or blogs allow educators to contribute to or learn from others in the

teaching community on their own schedule.

Mentoring and modeling

Next, the developers of the PD must realize that there is no instant fix. Changing beliefs

and pedagogy takes time, usually at least a year or two (Martin, Strother, Beglau, Bates, Reitzes,

& Culp, 2010). Ongoing learning, coaching, mentoring, modeling, and collaboration are all

necessary. When possible, classes should be available online (Dash, de Kramer, O'Dwyer,

Masters, & Russell, 2012) allowing educators to access them on their own schedules to further

their education and earn PD credits. Teachers should be consulted for topic ideas for professional

development days in the school calendar. Administrators need to be willing to break faculty into

smaller groups to meet the specific needs of teachers. Technology resource staff need to be

27


willing to be coaches for the educators. They are the experts in the ways technology is used and

can make suggestions or repairs. Mentoring systems are essential, again in subject-specific areas

whenever possible. A math teacher’s use of technology will probably differ somewhat from the

technology use of an English or history teacher. Modeling happens at two levels. By deliberately

designing lessons based on best-practice methods of technology integration, PD instructors not

only teach a lesson but serve as a model. Teachers can also be models if they have consistently

developed innovative ways to integrate technology use into their lessons. These model teachers

need to be identified at each school and in each subject area, if applicable. If model teachers are

not available at a physical school, model teachers can be viewed through video to support

educators with instruction, inspiration, and knowledge.

Using Personal Technology

Research shows that constructivism – student-centered learning where the student

constructs new knowledge from a variety of sources (Duran, Brunvand, Ellsworth, & Sendag,

2012) – is best-practice. Not only should teachers be using its methods in the classroom, but

trainers in the PD programs should also be using it with the educators they are instructing.

Technology adapts itself very well to this style of learning (Rosen & Beck-Hill, 2012), so PD

instructors should teach the use of the technology as well as classroom techniques by using this

pedagogy in their lessons. When educators are required to collaborate through a wiki in their

teacher training, they see the benefits of a wiki in their own classrooms. When a mobile device

such as a smart phone or iPod+ is used in a PD lesson, teachers see new ways to incorporate

them as tools in their classrooms. The more teachers use technology in their personal lives, the

greater the chance they will recognize new ways to build student-centered lessons using

technology.

28


Professional development for educators must change if pedagogy in the classroom is

going to be transformed. Not only should the content of the lessons reflect the integration of

technology into the world today, but the lessons themselves should utilize technology in a

student-centered approach. Teachers should be encouraged to collaborate with each other and

join communities of learning in their schools and online. Even their personal lives should reflect

some measure of adoption of technology if teachers wish to feel more comfortable in the

information age in which they live.

Conclusion

The teaching and learning process has undergone many changes in the 21st century,

especially in the area of tech-based learning. As the Internet gains more prevalence in our

nation’s classrooms, BYOD initiatives will continue to expand in order to address funding cuts,

accountability issues, availability, and the differentiated needs of learners. While grounded in

Constructivism, Connectivism, Anytime/Anywhere learning, and FRAME, there is no one size

fits all BYOD initiative, as districts and schools around the nation have varying needs. To be

effective, BYOD initiatives should require input from all stakeholders, have an effective plan in

place, and address initial and ongoing technical support.

Stakeholder input will ensure that ethical and appropriate use issues are addressed.

Effective planning will ensure that equity, alignment, and security issues are solved, and the

initial and ongoing technical support will address the professional development needs of

teachers. While still in its infancy, the long-term outcome of BYOD is unknown, but for many

districts and schools around the nation, the initiative, having met with initial positive results, will

endure.

29


Gaps/Future Recommendations

The authors feel that the resources used for this review provide adequate information

regarding the study of BYOD initiatives. However, there are a few gaps realized including those

in achievement measures and how the devices are being used to impact the teaching and learning

process. There are also opportunities for further research to include longitudinal studies

concerning motivation, engagement, and the behavior of students when a BYOD initiative has

been implemented, and the impact of a BYOD initiative on gender and on various content areas.

30


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