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Cheng, G., Guan, Y., & Chau, J. (2015). An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education. Australasian Journal of Educational Technology, 32(4), 1-17
Garar, P. Ghosh, A. Rai, S. (2013) Bring your own device (BYOD): Security risks and mitigating strategies. Journal of Global Research in Computer Science. 4(4), 62-10.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.

Ricci, C. (2015) BYOD brings its own challenges for schools. The Age. Retrieved from http://www.theage.com.au/national/education/byod-brings-its-own-challenges-for-schools-and-students-20150204-135p08.html

Song, Y. (2014). "Bring Your Own Device (BYOD)" for seamless science inquiry in a primary school. Computers & Education, 74, 50-60.

Victoria State Government: Department of Education and Training. (2017). Personal Devices. Retrieved from http://www.education.vic.gov.au/school/parents/learning/Pages/devices.aspx
Victoria State Government: Department of Education and Training. (2017). Personal Devices - Parent Payments and Access. Retrieved from http://www.education.vic.gov.au/school/principals/spag/management/Pages/personaldev.aspx

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Bring Your Own Device (BYOD) and Education

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In 2015, Staples Canada partnered with Abbotsford Traditional Middle School in BC to establish a Bring Your Own Device, or BYOD, program that would put a Chromebook in the hands of every student at the school. With this powerful technology at their fingertips, both students and teachers flourished.

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The BYOD program also comes with a substantial list of concerns from parents and educators. The biggest issue that continues to arise is that this program relies on students having access to a technological device or the money to purchase one (Ricci, 2013 & Garar, Ghosh, Rai, 2013). The program assumes that students have access to a family device, however for lower economic families this is not always the case. The Department of Education (2017) has implemented a policy to address this issue and it states, “Your school must provide access to a school-owned device during school hours…” . The program also relies on students to have access to internet during non-school hours, which again is not feasible for everyone. The article in the Age by Ricci (2013) contends the associated risk of increased screen time, which is already at an all-time high for children. Cheng, Guan and Chau (2015) agree with issues the article posed of students getting distracted on their personal devices which would have personal games, watching videos, texting and using social media that a school device would not. As with all technological devices comes security concerns which involves cyber bullying, theft and virus control (Garar, Ghosh and Rai, 2013). Cheng, Guan and Chau (2015) touches on another issue of teachers needing to be able to troubleshoot issues and come up with activities that are compatible with all devices the students may have. Teachers are required to have alternate activities of all online learnings in case of technical errors that can’t be fixed.

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BYOD originated in the business industry, where companies witnessed an increasing number of employees using their own devices instead of using the device provided up the company (NMC Horizon Report, 2015). Educational institutes began to adopt the idea, where students are allowed to use a family owned device that meets the requirements of the school instead of using a school issued one. The Department of Education (2017) has developed policies to ensure that there is equality for all students, where learning programs using electronic devices are implemented. According to Ricci (2013), technology plays an important role in student’s lives, and is an essential part of their learning. Due to this trend, most schools are financially unable to provide all students with equitable technology. Individual schools implementing the program are required to design and enforce their own BYOD policy for students and staff to follow.

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There are many arguments pressing for the use of BYOD programs in schools. A common benefit according to the research was the cost-effective nature of the BYOD policy. According to Ricci (2013) and Garar, Ghosh, Rai (2013) the IT budget of the schools is shrinking and there is little technical support required for the devices, as majority of them are not under the school’s warranty. Song (2014) discovered in her study that students are more likely to enhance their knowledge and understanding with the use of their mobile devices, that just using the textbook. In the Horizon Report they talk about using devices in schools to supplement 1:1 situations and to test online when recourses are limited. According to an article written in The Age, by Ricci (2013) there are many benefits of implementing a BYOD policy into a school. They mention the enhanced opportunity devices offer to continue valuable learning at home, which includes self-directed learning at home and at school. The ability of technological devices encourages and excels collaboration between teachers, students and parents through applications such as Education Perfect and Google Drive. The article also mentions the empowerment that students get when they have their own personal device throughout their learning. They are motivated to take better care of the device and it helps them become more engaged in their own learning and development. According to Song (2014) survey findings, there is a clear reflection that devices are being used in both primary and secondary schools to enhance learning and engagement within the classroom.