Understanding Educators' Experiences in the Integration of Bring Your Own Device (BYOD) in K-12 Classrooms
The role of technology in the field of education has developed into different functions and responsibilities (Reinhart, Thomas, & Toriskie, 2011). Based on today’s ever-growing, diverse needs in teaching and learning, there is a constant drive from public school education to integrate technology in core content areas, and to provide technology-based learning opportunities for students and teachers (Mims, Polly, & Grant, 2009). The motivation to use technology in the public school curriculum is to improve the quality of student learning and curriculum instruction (Mims, Polly, & Grant, 2009). This includes: (a) the integration of technology-based instructional strategies and practices that would facilitate creativity and higher order thinking skills among students; (b) the implementation of appropriate and relevant professional development among teachers where technologies are utilized to enhance and support content delivery; (c) the application of collaborative technologies (i.e. wikis, blogs, websites, social media) among educators where they can build effective communication and positive professional learning communities; and, (d) the availability of lessons and activities in different online and web-based resources that educators can access in order to provide more opportunities for student success, student accountability, and active student engagement (Reinhart, Thomas, & Toriskie, 2011).
One of the current impacts of technology in education is demonstrated through the development and implementation of the Bring Your Own Device (BYOD) or Bring Your Own Technology (BYOT) program. This is a topic and an educational issue that plays essential importance and relevance to different stakeholders of the school community, including the author of this study. BYOD is defined based on what the acronym stands for, Bring Your Own Device, which allows individuals in an organization or institution to bring and use their own technology devices to complete work-related tasks and responsibilities (Sang Hyun, Holmes, & Mims, 2005). Access of individually owned devices is made possible through the use of the organization or institution’s network (Sang Hyun, Holmes, & Mims, 2005). BYOD is an innovative technology trend that continues to build a significant presence in Kindergarten to 12th Grade (K-12) education, particularly on its impact in teaching and student learning (Sang Hyun, Holmes, & Mims, 2005). The presence of different mobile devices, including tablets, laptops, clickers, smartphones, portable media players, has become common in the classrooms or workplaces among stakeholders of the school community (Sang Hyun, Holmes, & Mims, 2005). However, students do not necessarily own mobile devices that are seen in some K-12 classrooms (Sang Hyun, Holmes, & Mims, 2005). There are schools or districts that provide these mobile devices, depending on available funding and financial resources (Sang Hyun, Holmes, & Mims, 2005).
Furthermore, the increasing presence of different and more sophisticated mobile devices in K-12 classrooms has led districts and schools to evaluate opening of their networks to students and teachers (Dewitt, 2012). Many schools or districts are reluctant to open network accessibility to students who own or have access to mobile devices (Dewitt, 2012). Some schools or districts have developed and implemented policies and regulations that: (a) prevent students from bringing mobile devices in the campus premises due to possible harmful effects on network safety and security; (b) instruct students to hide individually owned mobile devices or suffer the consequences of fines from confiscation; and, (c) reprimand students through consequences on academic and/or behavioral standing when mobile devices are taken from their possession by school administration, to name a few (Dewitt, 2012). Though availability of these mobile devices in some K-12 classrooms are based on authorization from school administration, the existence of BYOD continues to be developed and implemented to support and prepare students and teachers on the growing demands of global society (Dewitt, 2012).
Educational Leader. Advocate of Equality and Equity in Education. Photographer. Graphic Designer. Web Developer. Digital Artist. Technology is my medium for creative and artistic expression.