The ownership of mobile devices such as smartphones and tablets has grown rapidly. 93% of adults in the UK owned or used a mobile phone in 2014; 66% owned a smartphone. Among children and young people the trend has been to move away from phone to tablet use, although this does depend on the age range in question. Figures from 2013 suggest that in the 12-15 age range smartphones remain more widely used than tablets. 62% own a smartphone with 26% owning a tablet. ‘The use of tablets has tripled among 5-15s since 2012 (42%, up from 14%), and one quarter (28%) of infants aged 3-4 now use a tablet computer at home.’ The move towards using personally owned devices in the workplace and in education has subsequently grown.
Given the rapid rise of the technology, relatively few research studies exist in relation to the impact of a BYOD/BYOT approach to learning and teaching. Those that do exist consist mainly of case studies, focused on one particular context.
There are examples of advice to approaching BYOD/BYOT:
ICT for Learning in Falkirk Primary Schools
Stephen Heppell has suggested that we need to move away from talking about BYOD/BYOT to ‘use your own device’. What is the point of bringing your own device to school if its use has not been planned for and built into classroom learning and teaching? Are schools adopting BYOD/BYOT because of outside pressures? We need to stand back and consider the why’s and the how’s before we simply create another ‘solution’ that has little real impact on learning outcomes.
BYOD/BYOT: are we ready?
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