Incorporating BYOD policy has set the technological standard for not only education but businesses as well. Unfortunately, issues have arisen due to the urgency of allowing students or employees to bring their own devices thinking this will increase learning and work productivity. According to Philip and Garcia (2013), empty promises were made concerning improved test scores without the benefit of substantiated research. It was thought that allowing students to utilize their personal technology devices in the classroom they would be more focused on gaining increased knowledge of whatever topic was being discussed. It was assumed by educators and researchers that by allowing these devices that are so popular among our youth into the classroom would create interest and an engagement in learning.
The opposite has occurred in classrooms that allowed students to use their devices. They immediately lost interest in the topic being presented and became engaged in their own interest. The questions of how to incorporate these devices into the classroom and how to engage students who do not own a personal technology device arises and should be addressed. According to DeWitt (2012), there are students who actually do not want to use a personal technology device for learning. Then, the predicament of how to engage these students while incorporating the devices into the classroom must be addressed. The investigation of how students use mobile media devices for learning versus entertainment should also be researched (Squire & Dikkers, 2012). This problem occurs in existing high school classrooms. Districts incorporate this policy without any instruction to the teachers and without the establishment of a policy. Schools are not prepared to meet the needs of a mobile generation but are being pressured to incorporate personal technology devices into their curriculum (Squire & Dikkers, 2012, p. 449). This is a common concern and implicates that curriculum experiences should be developed that involve mobile media.
As stated earlier, another common concern involving BYOD is IT professionals that are unaware of all the threats that could arise with personal technology devices accessing their networks (Patten & Harris, 2013, p. 41). The main reason these devices are creating network problems is that this is a new concept and it is progressing quickly. Policies need to be investigated concerning security practices before allowing the use of mobile devices. Internet access is another area for concern that needs to be reviewed. Schools have integrated Internet filters that prohibit students from accessing harmful materials. Often times, this leads to frustration for the teacher and the students since they are unnecessarily being block from pertinent and informative websites. It is understood that filters are necessary, especially with E-rate funds, but are they really necessary when students are so tech savvy (Hill, 2011, p. 22)? Extended research needs to be completed about filtering policies along with user responsibility.
Incorporating BYOD policy has set the technological standard for not only education but businesses as well. Unfortunately, issues have arisen due to the urgency of allowing students or employees to bring their own devices thinking this will increase learning and work productivity. According to Philip and Garcia (2013), empty promises were made concerning improved test scores without the benefit of substantiated research. It was thought that allowing students to utilize their personal technology devices in the classroom they would be more focused on gaining increased knowledge of whatever topic was being discussed. It was assumed by educators and researchers that by allowing these devices that are so popular among our youth into the classroom would create interest and an engagement in learning.
The opposite has occurred in classrooms that allowed students to use their devices. They immediately lost interest in the topic being presented and became engaged in their own interest. The questions of how to incorporate these devices into the classroom and how to engage students who do not own a personal technology device arises and should be addressed. According to DeWitt (2012), there are students who actually do not want to use a personal technology device for learning. Then, the predicament of how to engage these students while incorporating the devices into the classroom must be addressed. The investigation of how students use mobile media devices for learning versus entertainment should also be researched (Squire & Dikkers, 2012). This problem occurs in existing high school classrooms. Districts incorporate this policy without any instruction to the teachers and without the establishment of a policy. Schools are not prepared to meet the needs of a mobile generation but are being pressured to incorporate personal technology devices into their curriculum (Squire & Dikkers, 2012, p. 449). This is a common concern and implicates that curriculum experiences should be developed that involve mobile media.
As stated earlier, another common concern involving BYOD is IT professionals that are unaware of all the threats that could arise with personal technology devices accessing their networks (Patten & Harris, 2013, p. 41). The main reason these devices are creating network problems is that this is a new concept and it is progressing quickly. Policies need to be investigated concerning security practices before allowing the use of mobile devices. Internet access is another area for concern that needs to be reviewed. Schools have integrated Internet filters that prohibit students from accessing harmful materials. Often times, this leads to frustration for the teacher and the students since they are unnecessarily being block from pertinent and informative websites. It is understood that filters are necessary, especially with E-rate funds, but are they really necessary when students are so tech savvy (Hill, 2011, p. 22)? Extended research needs to be completed about filtering policies along with user responsibility.