Running head: WIKI LITERATURE REVIEW

BYOD Wiki Literature Review

Crawford Brown, Tynisa Haskins, Wesley Harpold, Mark Livengood
Liberty University

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Abstract

This study is a review of the literature on the topic, Bring Your Own Device (BYOD). The study
examines strategies for implementation of BYOD. Some of these strategies will include security
issues and digital citizenship, which is the training of students in the appropriate, proper use of
technology. Infrastructure issues are addressed such as solid, fully supported wireless networks
for BYOD. The advantages and disadvantages of BYOD will be discussed along with the
advantages and disadvantages of one-to-one strategies, where school districts provide devices for
all their students. The success of a BYOD program in the classroom is dependent on the attitude
and skill level of the teacher. Proper teacher training and a well-defined curriculum are critical
for the implementation of BYOD. Lastly, this literature review will examine future trends in
BYOD programs.

Keywords:

BYOD, mobile devices, digital citizenship, teacher education, M-learning,

U-learning, one-to-one (1:1)

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Implementation of BYOD Technology in Modern Education

No more pens and paper! Learning tools such as these are obsolete. This is the CyberAge and the books are electronic. Pens and paper, computation, and reference points are digital.
This digital capability enables us to learn by living through various devices and our lives are
enriched by the education within elements around us. Technology has changed learning forever.
Previously, cell phones were not allowed in classrooms because they were considered a
distraction. Policy letters informed parents of confiscation for violation of the rules and students
were cautioned to keep devices at home for fear of theft. However, recently, there has been a
paradigm shift in perspective and cell phones are not only welcome but encouraged for learning
enhancement.
Bring your own device (BYOD) is a revolutionary approach to modern education and it
refers to technology models where students bring a personally owned device to school for the
purpose of learning. A personally owned device is a technology device brought into the school
and owned by a student (or the students family), staff or guests (Alberta Education, 2012,
preface). These devices come in many forms; handheld computers, MP3 players, notebooks,
smartphones and tablets and they facilitate personalized learning which makes BYOD so
desirable. Lets examine how the BYOD concept has impacted the world of education today.

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Literature Review

BYOD Implementation Strategies

Implementation of Bring Your Own Device (BYOD) technology needs to be a well
thought out process. It should not be haphazardly jumped into without careful consideration of
the network implications and security concerns inherent to this technology. The sudden addition
of potentially thousands of new devices on a WIFI computer network has the potential to
overwork an ill-prepared computer network so badly that all users would suffer. These new
network additions can also present many potential security vulnerabilities that did not exist
before. These were the most consistent themes with most popular BYOD literature.
Network World Online (2012) offers ten tips for secure and effective implementation of
BYOD technology in modern settings. This publication was intended for a more technically
savvy audience. The variety of user platforms involved with BYOD technology requires a more
robust user security policy than any other form of digital environment. Network World Online
(2012) explains that static passwords are not sufficient to protect remote access to secure
sensitive data and systems. These passwords need to be augmented by alternate verification
methods such as text messages or email. These notification methods are independent of the user
network and will ensure user identification validity. In an environment of thousands of users,
attempts at network intrusion are a virtual certainty. The access points to the network should
therefore be tightly controlled. Utilization of Single-Socket Layer (SSL) Virtual Private
Networks (VPNs) will ensure that only users on an approved access list are granted permissions
to use the network. The use of End Node Control will ensure that any user that has graduated or
left the digital environment is removed from the access list. This should be a simple process to
ensure that network administrators are able to keep up with the transitional nature of graduating

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students (Network World Online, 2012). The use of soft tokens which preclude the need for
physical security devices should be employed when possible due to the cumbersome nature of
most physical measures. These include the use of Public Key Infrastructure (PKI) accounts
which can be remotely managed. Lastly, appointing a dedicated leader of the network
infrastructure will result in a positive benefit because this will ensure that the dedication needed
to protect the facilitys network will be in place without sacrificing resources in another function
of the organization. One of the shortcomings of this literature is that is does not address the
responsibilities of digital citizenship required for users of BYOD networks. Network World
Online (2012) provides a comprehensive and effective plan for secure BYOD implementation
but only from only an administrative standpoint.
Beach (2014) provides a more school-focused approach to BYOD implementation. She
presents an assortment of anecdotal experiences of a Canadian school districts challenges of
integrating BYOD technology into their learning environments. Beach (2014) begins her
analysis by explaining the need for good digital citizenship from all users. This would come in
the form of adequate training and safeguards. The cost savings that are produced as a result of
BYOD implementation are presented as a positive motivator for many school systems
contemplating this technology. She goes on to illustrate that BYOD would allow many schools
to be able to dismantle any computer labs they may be maintaining. These cost savings would
not be immediately realized however because of the need to revamp the schools network in
order to accommodate the influx of thousands of new devices. Teacher support systems will
have to be in place to provide the training needed to fully exploit this technology (Beach, 2014).
This would be offset by the lack of student training needed because students would be using a
device with which they are already familiar. A variety of curriculum delivery adjustments would

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be needed to fully exploit this technology and teachers would require adequate training in this
area by a dedicated professional in the field.
Certain rules need to be in place for young learners using BYOD technology. Beach
(2014) explains that these devices should only be allowed in the classroom for curriculum
purposes. Using BYOD in common areas such as cafeterias and schoolyards should be
disallowed. BYOD use for students is so ubiquitous that clear guidelines need to be in place to
ensure appropriate use of school resources. Beach (2014) differs from Network World Online
(2012) in that many more user restrictions have to be present in BYOD use by young learners.
Naturally, this philosophy is not emphasized as thoroughly by Network World Online (2012).
They both illustrate that network security is the most important facet of BYOD implementation.

Infographic courtesy of www.onlinecolleges.net

Infrastructure Considerations
The BYOD concept is the future and the present of learning; its a mobile learning (Mlearning) smorgasbord. The capabilities are constantly evolving and to address the increase in
users, devices, applications and locations, schools need to focus on improving wireless services.

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Although its out of sight and mostly out of the minds of the users, BYOD infrastructure is used
in abundance to ensure access. Most learning management systems (LMS) used for M-learning
depend on technical infrastructure to support them. A solid wireless network infrastructure is
key to a schools success with BYOD. Yesterdays wireless network coverage will not work for
the M-learning school environment of today. Traditional wireless networks do not have the
capacity to handle the coverage needed for massive mobile device access. Administrators have
pondered the best approach and ratio for technology upgrade and utilization. A precise formula
for bandwidth per student and virtual activity does not exist. However, according Wainwright
(2014), schools preparing to implement BYOD should consider wireless networks that can sector
users based upon title role and type of mobile device used (Capacity vs Coverage section).
Additionally, they should consider streamlined enrollment and low cost connectivity.
In the age of fiscal restraint, many schools have campaigned and crusaded for funding to
modernize their e-learning programs. Yet, by the time all the money has been raised, new
equipment is purchased and installed; the technology is no longer an advancement but archaic.
This challenge has prompted some schools to purchase older and cheaper mechanisms.
Nevertheless, in the world of technology, older is not wiser and less is not more! Older
generation wireless technology will degrade the wireless experience for users and necessitate the
installation of more wireless access points (Simmons, 2014, p. 14). Thus, a number of
education institutions have elected to add more access points to their wireless network to
increase access across their campuses. Additions like these can be centrally managed and have
the potential to lower or eliminate additional costs. According to the Center for Digital
Education (2013), hundreds of schools have been able to save thousands of dollars per year in
carrier fees by replacing fixed-line broadband connections with long-range Wi-Fi connections.

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One of the most popular wireless solutions for academic institutions is the innovation of
miniaturized adaptive antenna array technology. This technology adapts to and learns from the
environment to find the best combination of antenna elements to transmit a signal. Essentially, it
listens and learns from the response of data traffic from user devices. Additionally, the antenna
is able to self-focus the Wi-Fi signals to each client, which creates stronger and more
controllable transmissions.
A great majority of schools and businesses chose Cisco Systems as their Wireless Local
Area Network (LAN) Controller (WLC). Cisco wireless bridges to provide cost-effective
wireless connectivity to portable buildings on several campuses. Their platform has resulted in
significant savings per building connection and the bridges allow the district to quickly adjust to
fluctuating student populations while avoiding cable run and tunneling costs (Cisco Systems
Inc., 2010, para 5). Regardless of the type of wireless system used, investing in a solid elearning infrastructure will allow the school to introduce more mobile device capabilities in the
future to continue to support various academic situations within ever-changing technologies.
Once the modernized network is in place, schools must find a way to manage mobile learning
device using some form of mobile device management (MDM) plan.
A good MDM directs devices and users to the right network partitions and resources. It
also helps schools enroll, manage, secure, monitor and support students, faculty and devices on
the network. Simply put, it protects students on the network. MDM also comes in handy with
preventing security compromises, restricts content as needed, detects and eliminates viruses, and
complies with internal and external policies such as the Childrens Internet Protection Act
(CIPA) and federal privacy laws. These requirements ensure that the network operates
optimally by preventing unlimited access to YouTube and other resources that consume large

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amounts of bandwidth (The Center For Digital Education, 2013, p.5). There is software
available to implement your MDM and its aimed at protecting your education investment and
aiding educators with advancing network integration into learning and teaching.
Increasing access for students and teachers also increases anxiety for administrators.
Maintaining a secure network is one of the biggest barriers to incorporating the BYOD concept.
Schools should plan to restrict access to certain websites and applications on their network;
doing so will help detect unauthorized access and minimize security risks. Segmented access has
reportedly worked for several schools. Ullman (2011) stated that children can connect their
personal mobile devices at home to a commercial network, such as Verizon, and they also their
device at school through a monitored Wi-Fi network that filter internet access through the
schools filtering system, which protects students from going to inappropriate websites.
Wireless connectivity at school is now the standard not the exception. BYOD lesson
plans are on the market and in the classrooms and transforming learning environments. Elearning has officially morphed into M-learning and more change is on the horizon.

Photo courtesy of CultofMac.com

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Advantages of BYOD for the Learner

The use of mobile devices has increased to the point where a majority of teens in the
United States now own a cell phone. According to Grant & Barbour (2013), 75% of teens own a
cell phone. Out of this number, 58% of 12-year-olds own a cell phone and 83% of 17-year-olds
own a cell phone.
As more schools move toward a technology driven curriculum, more content will be
available for online instruction. For example, textbook companies are moving toward online
versions of their textbooks and many companies such as Houghton Mifflin Harcourt are creating
interactive apps for use with their classroom content (Grant & Barbour, 2013). Students
accessing the online textbook and materials with the use of a mobile device will reduce the
number of paper textbooks that school districts need to purchase.
The Horizon Report of 2013, indicated some major advantages of BYOD. BYOD allows
students to have the same access to the same device in school as well as in their own home.
Therefore, it has the capability of extending learning beyond the walls of the classroom. BYOD
allows students to work with their own device, a device that they are already comfortable with
and love. This further allows the teacher to focus more on the content to be learned rather than
spending time teaching the students how to use a device. BYOD also reduces or eliminates the
financial burden placed on school districts because the number of school-owned technology
devices can be reduced (Horizon Report, 2013).
Tim Clark, an Instructional Technology Specialist for Forsyth County Schools is in
agreement with the Horizon Report. He observed that Forsyth County teachers spent less time
teaching students how to use their technology, because the students were already experts with
their own devices. Clark said that students appear to be eager to share with others what they

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knew about their own personal device and how that device could be used in education. Clark
indicates that BYOD is all about empowering students to take control of their own learning
experience and progress. It allows them to work collaboratively with peers, teachers, and the
web and to learn more from their own experiences, successes, and mistakes. BYOD is really not
about the devices, but the learning experiences that occur with the use of the devices. Forsyth
County Schools also noticed a reduction in disciplinary issues regarding personal devices.
Instead of students hiding their devices for fear of repercussions, the students were able to place
their devices on their desk where they were able to keep better track of them (Nielsen, 2011b).
The Forsyth County Schools are aware of the pitfalls of student owned devices in school,
but they choose to focus on the positive outcomes and educational benefits that come with the
use of personal devices. They feel that it is detrimental to try to ban the use of student owned
devices in the schools and would rather utilize the devices for engaging and empowering
students to learn more effectively with their own personal device that they know and love. Clark
indicated that the lines of communication have opened between students, parents, and teachers in
a way that students are now learning in school how to avoid the negative pitfalls of inappropriate
content and how to interact with others online in a respectful way (Nielsen, 2011b).
Jen LaMaster, director of faculty development for Brebeuf Jesuit Preparatory School,
agrees with some of the findings of the Forsyth County Schools. She feels that students will test
the limits of acceptable use in the school, but she would rather they test the limits in the safety of
the school where they can be addressed and the students can learn about acceptable use of
technology (Fingal, 2012).

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Disadvantages of BYOD for the Learner

Many K-12 schools have banned the use of mobile devices in school because of their
potential to be a disruptive force because students are able to access non-educational material
while in class. Some districts are reluctant to implement BYOD programs due to regulations
imposed on them regarding Internet use and protecting children. (Grant & Barbour, 2013)
Gary Stager, director of the Constructing Modern Knowledge Institute, states that BYOD
is a bad idea because it increases the digital divide between those that have good technology and
those that do not have technology or poor technology. The students who can afford better
technology will have an unfair learning advantage while using their device than those that have
weak technology. Stager suggests that teacher anxiety will also increase because of the many
types of devices that are used in the classroom. He further states that computing will be reduced
to the weakest device in the classroom. Stager argues that schools should not make important
education decisions based on price and that BYOD only supports the views of those that want to
slash education budgets. A high quality education system requires proper funding of technology
(Stager, 2011). While Stagers vision for fully funded technology has merit, what Stager fails to
address is the issue that local school districts often have restricted budgets due to state laws.
Because these budget restrictions are often out of the school districts control, school boards may
have limited resources to spend on technology, which makes for very difficult budget decisions.
Lisa Nielsen (2011a) counters this philosophy with her own thoughts on the digital divide
between those that have good devices and those students that have weaker devices. Nielsen
believes that all students do not have to have the same or equal quality devices to learn. She
further states that schools should not have to provide devices to poorer student to try to make
things equal. Instead, she states that schools should empower families to take ownership in

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securing their own devices. Nielsen provides examples of ways that families can secure devices.
For instance, businesses or entrepreneurs provide funding for devices or recycling their older
devices for student use, fundraising for devices, using social media to ask for donated devices, or
instead of the school throwing away equipment that they are replacing, they give that equipment
to students. While Nielsens ideas sound good, they simply narrow the digital divide gap,
instead of eliminating the gap. Most devices that are discarded by businesses and schools are
discarded because they have often become outdated. Older devices may also have difficulty
running current apps and programs and will only become a frustration to the student that receives
them. Asking a student to beg for devices on social media may also be humiliating for a student.
Some may also feel that devices such as cell phones become devices for retrieving
information and chatting with others, but do not promote higher level thinking. Gary Stager
suggests that learning with devices narrows learning process down to simple online information
access and chat and fails to create opportunities for deeper thinking (Stager, 2011).
Plopper & Conaway (2013) state that a barrier to implementing digital devices in the
classroom may be teachers own fear of technology. Many teachers have received very little
training in the use of digital devices in the classroom. Professional development should be
created to include help in developing engaging lessons involving technology to reduce the
potential for off-task disruptive behavior of the device. Teachers also need to be made aware of
all the potential material and apps that are available for the different devices and what device is
better suited for an application. The teachers should be further trained in the teaching and
enforcement of the Acceptable Use Policy (Johnson, 2012).

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Advantages of One-to-One for the Learner

While Stager is opposed to BYOD, he appears to be in favor of one-to-one approaches.
Stager states that, The only way to guarantee equitable educational experiences is for each
student to have access to the same materials and learning opportunities (Fingal, 2012, p. 7).
Stager believes that the student needs to be provided with a stronger, more capable device than
cell phones. Stager states that cell phones still do not have the same computing capabilities of
laptops (Fingal, 2012).
In a study by Crichton, Pegler, and White (2012) involving senior high classes, it
appeared that the ability for a student to take a device home was a key to student acceptance of
the device. Based on responses to questions, students overwhelmingly liked the 1:1 iPod
initiative where they could use and personalize an iPod. Many students cited the fact that often
with classroom sets of devices, previous students would change settings that caused a delay in
getting started with a classroom project. Hoffman (2013) reported that students in a one-to-one
classroom also felt that the ability to personalize and become familiar with a device was an
important factor. Students in this study stated that they no longer had to spend time during a
classroom period readjusting the settings that had been changed by a previous student. Students
indicated that the ability to contact other students and teachers with the devices was a positive
aspect of a one-to-one environment.
Disadvantages of One-to-One for the Learner
One of the biggest barriers to a one-to-one learning environment is the total cost of
funding devices for all students. Districts are recognizing the fact that it is a challenge to fund
school-owned devices in a one-to-one environment (Johnson, 2012). Some feel that providing a
device for every student in a school is unsustainable and unmanageable (Nelson, 2012).

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In a one-to-one environment, the school typically purchases one type of device for the
students. In a study where a one-to-one environment was created with iPod touches in Phase 1
and iPads in Phase 2, teachers and students indicated that, depending on the task, they preferred a
range of devices. The iPod touch was preferred for recording, listening to podcasts, and playing
games. Laptops were still preferred for Internet searches, creating media, and checking email.
Paper or traditional options were still preferred for drawing and reading (Crichton, Pegler, &
White, 2012). One of the limitations of the study was that most of the reported results came
from the Phase 1, where students used iPod touches, instead of more functional iPads that were
used in Phase 2.
Students in the study by Hoffman (2013), state that one of the drawbacks to having an
iPad in the one-to-one environment is that devices became an easy distraction. Some students
stated that they could appear to be doing something educational in the classroom, but instead,
they were interacting with others using the device. Half of the students said that the iPad
affected on-task behavior in a positive way. When asked if the device had a negative impact on
their learning, every student in the class indicated that the devices potential distractions did have
a negative effect on their learning. Some of the students stated that the variety of things that can
be performed on an iPad had a negative impact with on-task behavior when they were trying to
do their homework. Distractions were dependent on the content and teaching style of the
teacher. One student indicated that he was more likely to be distracted in math or history class,
because he found that the apps on an iPad were more interesting than the topic. One teacher
stated that she felt frustrated by her inability to redirect or limit off-task behavior.
In a university study, students in an astronomy class self-reported that they were
distracted an average of three times per class period by their personal use of technology.

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Observations made by observers in the study, suggested that the disruption rate was underreported and that the distraction rate was closer to seven times per class period (Duncan,
Hoedstra, & Wilcox, 2012). To curtail off-task distractions, teachers will need to create more
engaging and well planned lessons. Johnson (2012) states that districts must provide adequate
training to their staff so they can assist teachers in developing guidelines for technology use and
productive lesson development. This will foster better use of the devices.
A Blended Approach to BYOD and One-to-One
Both approaches, BYOD and one-to-one programs, have some similar barriers to
implementation: distractions in the classroom, student access to inappropriate content, and
teachers fears of implementing mobile devices. Solutions to these problems will be similar.
Many feel that the biggest different between the two approaches is that BYOD is less expensive
than providing a device for every student. But others feel that BYOD causes an inequity of
learning opportunities between those that have better technology and those that cannot afford
quality technology. The Alberta Education BYOD guide for schools provides a BYOD plan that
uses some one-to-one approaches to bridge the equity gap. The Alberta Government recognizes
that it is very difficult for schools to fund and sustain the cost of a one-to-one program, so it is
pushing its schools to develop BYOD programs. To address the equity of access problem that
may occur with BYOD, the guide suggests that school authorities may choose to provide devices
similar to the one-to-one approach for students that cannot afford to purchase their own
technology. Another alternative suggested may be to provide cheaper lease-to-own programs to
try to make ownership more obtainable for families. While the program attempts to bridge the
gap by providing alternatives for students to have devices, the guide does indicate that there will

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still be an equity gap for students that do not have Internet access at home (Alberta Education,
2012).

Infographic courtesy of www.onlinecolleges.net

Teacher Training for BYOD Programs
Teacher training is an essential element of successful BYOD programs. School districts
interested in developing professional development opportunities for teachers synchronously
using multiple mobile devices must consider several factors including: teacher familiarity with
current technology, teacher willingness to adapt curricula to emerging technology, and
integrating technology into the curricula. Current research provides insight into the strategies
districts are implementing to conquer the challenge of preparing teachers for the 21st century
classroom.
Lorne Olfman and Pimpaka Prasertsilp suggest that the Constructivist Learning Theory
framework is the foundation for creating effective professional development for teachers. Active

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engagement in the learning process is necessary for the trainees since they come from a variety
of backgrounds, demonstrate diverse levels of comfort with technology, and different
motivations for integrating technology in the classroom. Through active engagement a teacher
can be trained individually to use mobile devices to teach a particular lesson about a particular
subject or trained as part of a group where the success of the group depends on the level of
collaboration of its members (Olfman & Prasertsilp, 2014).
Training teachers to integrate the use of personal mobile devices into technology is a
multi-step process. Olfman and Prasersilp (2014) contend that, the key domains and teaching
competencies that are needed to support the in-service teacher training process are technology,
curricula, methodology, evaluation, communication, and attitude (Olfman & Prasertsilp, 2014,
p. 56). They continue by focusing their research on the domain of curricula arguing that teacher
training in the area of pedagogy should concentrate on making pedagogical and curricular
decisions, mobile technology integration, systematic planning of technology application,
andimplementing processes for applying the technology (Olfman & Prasertsilp, 2014, p. 56).
The chief technology officer (CTO) has an important role for helping develop
communication amongst teachers (Raths, 2014). When teachers work collaboratively in groups,
the learning outcomes of their students are more easily achievable. Developing good attitudes in
teachers about the use of technology takes more than an in-service. Training must extend
beyond the in-service and create a lasting network of professionals who seek to meet specific
goals: namely active learning for students in both formal and informal settings (Lai, Khaddage,
& Knezek., 2013). It is the duty of the CTO to provide teachers with long-term opportunities to
collaborate and the technology support they need to maintain up-to-date familiarity with existing
and emerging technology.

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There are many challenges facing school districts that wish to train teachers for the
BYOD paradigm. The attitude of educators toward allowing students to use mobile devices in
the classroom is not determined by any single factor. However, Blanche OBannon and Kevin
Thomas point out that teachers over the age of 50 seem most reluctant to implement the use of
mobile technology in the classroom. They suggest that the reluctance is due, in part, to a lack of
necessary technology skills and, in part, to a lack of understanding the implications of
implementing technology into curricula (OBannon & Thomas, 2014).
Each school district must consider the benefits and challenges of providing BYOD
training for its staff. The cost of training must clearly outweigh the financial burden and time
restrictions of the teachers and technology instructors in order to motivate school boards to
approve spending. As universities adjust teacher competencies to include the integration of
mobile technology in the classroom, the burden to school districts will likely decrease. Teachers,
already in the classroom, will be forced to adapt or make way for newer, more flexible,
candidates.

Cartoon courtesy of Chief & Chuck. (2011).

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Designing Curriculum for BYOD Delivery

Designing dynamic curriculum for BYOD delivery is a critical factor in effective BYOD
implementation. BYOD curriculum should take full advantage of the many delivery benefits that
BYOD has to offer. BYOD curriculum also has to be audience-driven and tailored to the needs
of the learner. Without appropriate curriculum development, the advantages offered by BYOD
will be wasted and not fully exploited.
Herro, Kiger, and Owens (2013) present a three-part study that offers case-based
suggestions for BYOD curriculum development. This body of work is an analysis of the BYOD
curriculum development experiences in three learning environments: elementary education,
augmented reality game creation, and teacher preparation programs. With respect to elementary
education, BYOD curriculum needs to reflect the abilities of the young learner to grasp basic
concepts. It is also not expected that these young learners will have access to BYOD devices, so
school-supplied equipment should be provided. Herro et al. (2013) describe established
curriculum models for each grade level and document the progression in user competencies. As
young learners become more adept with BYOD functionality, curriculum taxonomy increases to
the level of analysis when these devices are used in collaborative exercises.
Augmented reality game creation is the focus the second study, which is placed in a high
school technical education setting. At the high school level, problem solving and in-depth
synthesis of ideas is the thrust of education, and this case study describes the experiences of
educators in implementing BYOD to technical education students assigned with creation of a
digital game designed for mobile devices. The skills of problem solving, collaboration, and
iterative design are developed during this learning experience. The use of a structured software
development tool ensured that all learners stayed on track and did not become overwhelmed by

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the assignment. This structured software also eased the curriculum development process because
of its functionality across all devices. This case study was a logical progression of BYOD
curriculum analysis done at the elementary environment of the previous study.
Lastly, Herro et al. (2013) analyze the experiences gained in a teacher preparation course
at a popular school of education program. This course of instruction was an innovative approach
to teacher preparation in that it discussed the methods needed to develop effective BYOD
curriculum. Various instructional models were used to demonstrate that a utilitarian approach
needs to occur when designing curriculum for different learners. A variety of software
applications for each grade level and best practices were discussed to expose the need for a
tailored methodology when developing curriculum.
Estable (2013) takes the BYOD curriculum approach one step further and discusses the
design of BYOD curriculum explicitly in mobile learning (M-learning) situations. M-learning
differs from BYOD public school applications in that it presents the aspect of learning outside
the school environment. This would naturally involve an older group of learners. According to
Estable (2013), autonomy is one of the greatest benefits of BYOD M-learning. Sound BYOD
curriculum design will foster the development of self-directed learners who require the access
needed by M-learning design. Conversely, poor BYOD curriculum design will interfere with
student learning and will prohibit student autonomy. It is therefore imperative that sound
educational theory be utilized when developing curriculum for BYOD applications.
Awareness of the barriers involved and measures to overcome these barriers are the
hallmarks of sound BYOD curriculum. Certain devices are more adaptable when it involves
opening various file types, and good BYOD curriculum will avoid these obstacles by
implementing alternate strategies. Acknowledging that BYOD M-learning will be an

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asynchronous, self-directed delivery requires that easy-to-understand instructions and well

organized lesson material are in place. The use of learning nuggets will compensate for the lack
of real estate on the BYOD screen by presenting material in short, well organized pieces. Each
lesson should not exceed 3-5 minutes because of the eye strain involved in using these devices
for long periods. Estable (2013) offers a much more useful technical approach to BYOD
curriculum development than does Herro, et al. (2013). Herro et al. (2013) is more general in
nature and is not specific in its guidance to BYOD curriculum developers.

Photo courtesy of Fairfax County Public Schools via Creative Commons

BYOD Future Trends
Mobile learning is the mode and BYOD is the method; the benefits of BYOD in schools
are endless. Mobile technology has the potential to transform the learning landscape by
providing expanded access to educational resources beyond the limits of the classroom and the
school day (Krueger, 2013, para 3). However, Simmons (2014) said it best, todays students are
tomorrows employees, and they will enter the workforce expecting the same opportunities.
Nurturing the BYOD initiative in school is a novel idea. Integrating M-learning in primary
school will prepare students for use in college. Learners will grasp at an early age the

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importance of collaboration and engagement in the virtual arena, which will likely follow them
into their adult careers.
BYOD is a great vehicle for M-learning, it affords autonomy that fosters an anytime,
anywhere learning experience on a personalized level. However, the benefits also present
challenges as well. Good instructional design is critical for M-learners because it could affect
their ability to reach their learning goals. Poor design will hallmark poor student autonomy,
which in turn can lead to poor student achievement. Important design considerations or potential
barriers for a BYOD situation include file type, organization, length of learning content, culture
and language, connectivity, motivation, and assessment (Estable, 2013, p.22). An important
factor to note is the transition of M-learning as BYOD evolves.
As students and educators we should anticipate the mutation of M-learning because its
predecessor e-learning was not that old long ago. E-learning focused on learning as an activity
and M-learning is capitalizing on learning through access. Mobile phones, personal digital
assistants, and portable tablets offer expanded academic access through mobile learning (Mlearning) when gives way to a ubiquity that is prompting even more transformation under the
auspices of U-learning derived from the term Ubiquitous Learning.
Learners want no limitations and thats why U-learning has become so attractive.
Ubiquitous learning is versatile and universal. It can be situated and immersive; in a traditional
classroom or in a virtual classroom. U-learning focuses on one-to-one computing enabled
through technology. According to Lloyd (2013), One-to-one learning is based on the belief that
people learn differently as a result of owning personal handheld computing devices. Ironically,
one-to-one computing is just as socialized as it is personalized. Spector (2014) asserts that social
media coupled with mobile technology present real-world and situated learning experiences.

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This marriage of the two caters to a variety of learners and learning goals and enables life to
become a world of learning. U-learning moves us into the next dimension of lifelong learning.
Our lives are literally consumed with the things around us as teaching mechanisms; our learning
networks have expanded across the globe. Students can see how mobile technology impacts
economic and educational decisions in other nations.
As the BYOD concept transforms, we transform to a world with machines powered by
cats and dogs; where elaborate robotic contraptions, aliens, and whimsical inventions are the
norm. If this world sounds like dj vu, thats because it is, it closely resembles Orbit City, the
home of the Jetsons. Ironically, a gadget-centered galaxy was imagined and introduced through
animation decades before mobile technology surfaced. A projection for year 2062 is already a
manifestation of year 2014. Future household chores are carried out by electronic push-button
mechanisms. Daily life is far more relaxed due to our strange reliance on numerous labor-saving
devices; and people complain all the time of exhausting hard labor because life isnt filled with
even more conveniences (Hanna-Barbera, n.d.). Think about it! We are the Jetsons and BYOD
has brought us to the Cyber Space-Age, Orbit City here we come.
Summary
BYOD technology will shape the landscape of education for the foreseeable future.
Presently, educators are in the infancy of this burgeoning teaching modality. Many
considerations need to be dealt with and policies developed before BYOD can become
mainstream. Initially, implementation strategies such as security procedures and user restrictions
need to be formulated. School digital infrastructures also need to be enhanced in order to
support the great influx of new users to the network. The advantages and disadvantages of
BYOD technology need to be carefully weighed and analyzed in order to develop the best

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procedures for their use. Once the physical concerns of BYOD have been resolved, curriculum
and teacher training need to be optimized to fully exploit the benefits of BYOD. Some learning
models suggest that a blended learning solution is the best strategy for BYOD implementation.
Blended learning will ensure that adequate collaboration will occur and higher order taxonomy
knowledge will be delivered to the student. The future is bright for BYOD. Many scholars have
suggested that BYOD technology will bring about the end of traditional classroom instruction
and M-learning will be the delivery model of tomorrows students. Every promising educator
needs to become very familiar with BYOD technology. If educators do not embrace this new
method of learning, and discover ways to utilize it in their learning environment, they will soon
find themselves antiquated. The BYOD phenomenon is not a passing fad- it is the wave of the
future!

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BYOD Quiz
1. Most mobile devices have applications that use which web tools?
a. Web 1.5
b. Web 2.0 (correct)
c. Web 3.0
d. Web 2.5
2. Standardizing file formats in mobile devices is not necessary for BYOD
a. True
b. False (correct)

3. The teachers who are least receptive to implementing mobile technology in the classroom
are:
a. Only interested in direct instruction
b. Not comfortable using mobile technology because they are unfamiliar with it.
(correct)
c. Between the ages of 25 and 50.
d. Primarily high school teachers.

4. Which of the following is NOT true:

a. Teachers over 50 years old are less likely to implement mobile technology in their
classrooms.
b. The role of the chief technology officer is to create an environment of
communication and collaboration amongst teachers.
c. A teachers reluctance to implement technology has nothing to do with a lack of
technology skills. (correct)
d. Active learning can take place in both formal and informal settings.

5. (Fill In the blank) The use of _____________ will ensure that any user that has
graduated or left the digital environment is removed from the access list.
a. Single Socket Layer security
b. TCP/IP
c. Anti-virus software
d. End Node Control (Correct)