Running head: BRING YOUR OWN DEVICE (BYOD)

Bring Your Own Device (BYOD) Kelley Gaines, Zach Goodsell, Leigh Langston, Lesa McGarity, & Stephanie Reade EDUC639-D01 Jennifer Courduff, Ph.D. Liberty University

BRING YOUR OWN DEVICE (BYOD) Abstract

Mobile technologies exist in every facet of modern day society, and it stands to reason that these same devices would make their way into classrooms around the globe. While some school systems have banned their use, Bring Your Own Device (BYOD) policies are gaining popularity in many districts. With any new policy adoption comes both appreciation and apprehension. This literature review seeks to address the BYOD movement as it pertains to K-12 education. BYODs impact on educational culture, costs, network security and student safety is examined. An overview of both student and teacher training as well as advantages and disadvantages are also included. In addition, the paper presents information about how the lack of research should raise concerns for districts wishing to adopt the policy. Mobile technologies increase exponentially every day, and considerations for BYOD implementation in K-12 education need to be carefully evaluated by all stakeholders. Keywords: BYOD, mobile learning, technology integration, teacher education, professional development, mobile device

BRING YOUR OWN DEVICE (BYOD) Bring Your Own Device (BYOD)

Mobile technologies exist in every facet of modern day society, and it stands to reason that these same devices would make their way into classrooms around the globe. While some school systems have banned their use, Bring Your Own Device (BYOD) policies are gaining popularity in many districts. With any new policy adoption comes both appreciation and apprehension. This literature review seeks to address the BYOD movement as it pertains to K12 education. BYODs impact on educational culture, costs, network security and student safety is examined. An overview of student and teacher training as well as advantages and disadvantages are also included. In addition the paper presents information about how the lack of research should raise concerns for districts wishing to adopt the policy. Mobile technologies increase exponentially every day, and considerations for BYOD implementation in K-12 education need to be carefully evaluated by all stakeholders. Key Terms and Definitions BYOD, m-learning, mobile device Mobile devices were defined as handheld mobile tools that had multifunctionality (e.g., iPad, smartphone, iPod touch); laptops were not included (Foulger, Burke, Williams, Waker, Hansen & Slykhuis, 2013, p. 26). Considerations of BYOD Culture Todays typical students, particularly in K-12, are coming from a technology heavy culture. Even more specifically, mobile devices are very common. Years ago DVDs and CDs were the popular media of choice now students can download the same information right to a device the size of their hands (Banister, 2010). These students know how to navigate the Internet

BRING YOUR OWN DEVICE (BYOD) without much thought; therefore, giving them access to millions of pieces of information (Housand & Housand, 2012).

Students, particularly in K-12, prefer to learn with visuals and multimedia rather than text on a page (Black, 2010) - especially the flashy high definition animations that are found in todays multimedia (Downes & Bishop, 2012). Many of these features are reachable in most mobile phones, commonly referred to as smart phones. In 2012, subscriptions to mobile or cell phones reached 6.5 billion worldwide (NMC Horizon, 2013). It is this element, as well as increased productivity, that mobile devices bring to the table over the paper and pencil. This powerful hardware; however, would be useless without the software to make the devices useful in the classroom. Note taking, social aspects, cameras, and many more features allow these devices to be quite useful in the classroom (NMC Horizon, 2013). Todays mobile technology is incredibly powerful. It was not that long ago when computers took up entire desks, and now users have even more computing power in the palm of their hands. This increase in technology presents great opportunities for education, but also some challenges as well (Kearney, Schuck, Burden, & Aubusson, P, 2012). These devices can have an incredible impact on education if they are used correctly (DeWitt, 2012). Mobile devices are already being used to help English Language Learning (ELL) students understand language (Demsky, 2011) and help students understand the pronunciation of words while learning on their own (Mclanahan, 2012). Bring Your Own Device (BYOD) integration, then, allows students to use the same devices that they are using at home in the classroomthus expanding the capability that students can spend learning the material with fewer technology interruptions (NMC Horizon, 2013).

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BYOD and mobile devices allow for increased student collaboration. The technology can hold their attention, allowing the students to engage deeply in the learning material. Students are excited to use a device to learn and explore new topics in the classroom (Schools plug into, 2013). It was not too long ago when many schools were banning technology from the classrooms. These devices, particularly mobile, made the schools feel uncomfortable. Instead of shying away from such powerful devices, many schools started teaching students how to properly use them in the classroom (DeWitt, 2012). BYOD is not an easy transition. Among several other challenges, one of the biggest challenges to BYOD is ensuring the schools network is up to meet the task. Teacher training is also a very important component of BYOD. In addition school policy and procedures must be thought through before allowing a BYOD program to begin. Cost/Funding The greatest cost to a BYOD program tends to be in the area of wireless networking. When making the transition to BYOD, many networks that worked great on faculty networks are not suited for the influx of Internet traffic accompanied by the addition of devices. Schools looking to integrate a BYOD environment may want to look at building a network that can slowly be upgraded as more needs arise year to year (Raths, 2012). These devices, while impressive on their own, are not complete in themselves. Many of them require Wi-Fi connectivity to make the most of the device. This is a high cost, but a high priority in integrating BYOD into a new environment (Costa, 2013). One school district in Kansas City piloted a BYOD network and created a wireless network in 19 buildings at $1.3 million (Raths, 2012), putting the average cost per building around $68,400. Each school and

BRING YOUR OWN DEVICE (BYOD) buildings cost of creating BYOD will look very different. Some schools are even buying

network pieces off of the shelves of stores, typically causing headaches later when the school seek to expand the network (Raths, 2012). Many schools, specifically those enrolled in pilot programs, are able to make use of donations to integrate BYOD and mobile learning into the classroom. Katy Independent School district was able to acquire 150 phones from a mobile communications company (Cisco, 2013). Another aspect of cost of a BYOD network is one that may be hard to put a dollar amount to, and that is teacher training. Constraints on which devices should be accepted as part of the BYOD program will limit some issues of incompatibility. Additionally, with the personalization of each device, an instructor could find it difficult to keep up with each students device to ensure that learning is taking place. If the instructor is not prepared to handle the increased need of helping with devices, this can cause a distraction. The focus, then, is not on the devices themselves, but on how devices might fit and support the pedagogy (Ting, 2012). Teacher training becomes a very important topic of discussion for BYOD environments in K-12. Security Concerns With any implementation of BYOD, whether it is in business or education, concerns arise in the area of security. IT professionals must be heavily involved in the process of policy creation and adoption due to the foreseen issues individual devices may bring to a network. In educational circles safety of students is brought to the forefront, as the Child Internet Protection Act (CIPA) and E-rate funds require districts to develop policies protecting students from inappropriate use and access to certain content on the Internet (Federal Communications Commission, 2013). BYOD raises the level of concern not only from school network operators but also from students and teachers as many become frustrated with filtering systems that

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prohibit the use of some applications as well as block potentially useful websites (Hill, 2011). However, as long as schools receive federal funds and the law remains intact, access to Internet content will most assuredly be limited which leaves school districts the task of how to go about ensuring regulations are met when students are using their own devices for educational purposes. Network Issues Ensuring networks are ready for a BYOD initiative is certainly a first step in adoption, and some schools find there is much work to be done in this area. The process varies from district to district and from one network administrator to the next. Ullman (2011) described how several school districts prepared their networks for student-owned devices: Students at New Canaan High School in Connecticut must register their devices online before using school Wi-Fi. In Texas Alvarado Independent School District, students are asked to join the network from their devices, allowing the system to check each device before allowing access. Katy Independent Schools in Texas created a filtered public Wi-Fi in their schools, and if students use school-issued devices, they can even log on to Verizons service, which is also filtered, while at home. Community Unit School District in Illinois took over 2 years to prepare for systemwide BYOD by first rewriting district and school technology policies then implementing pilot programs. The system also added wireless Internet in every school, increased IP addresses, and firewall protection. According to Patten and Harris (2013), IT professionals need to be concerned with mobile device security issues, such as malware, jailbreaking and rooting. Most malware attacks occur through the downloading of mobile apps on Android devices, while jailbreaking happens

BRING YOUR OWN DEVICE (BYOD)

when Apple iOS users remove restrictions which open up the devices to malicious activity. Rooting is a similar activity that Android users may participate in. Patten and Harris cited a survey of IT professionals by Tenable Security which showed that many did not have systems in place to protect their networks from security threats caused by BYOD. The researchers suggested using Mobile Device Management (MDM) and/or Mobile Application Management (MAM) systems to help alleviate the threats (Patten & Harris, 2013) Access Mobile devices now provide greater access to the Internet than ever before, but greater access entails greater risk. Because students can utilize these devices for inappropriate use, many school districts have historically banned their use (Robinson, Brown, & Green, 2010); however, as BYOD has taken root, districts now turn to their system policies to regulate student use. Robinson, Brown, and Green (2010) suggested schools use filtering and/or blocking services to prohibit students from malicious use as well as develop policies that clearly outline their [mobile devices] positive uses and the consequences for their misuse (p. 54). As stated earlier schools that receive federal E-rate funds must have Internet use policies in place, and these can be updated to include mobile devices. Robinson, Brown, and Green endorsed the idea that mobile learning allows educators the opportunity to promote digital citizenship, discussing appropriate and inappropriate online behaviors, within the curriculum. Community Unit School District (CUSD) in Illinois took over 2 years to prepare for system-wide BYOD by first rewriting district and school technology policies then implementing pilot programs at several of its schools (Ullman, 2011). The process to BYOD implementation is not one to be rushed into, even though the reasons for doing so are legitimate (i.e, technology

BRING YOUR OWN DEVICE (BYOD)

budget cuts, student needs, etc.). See Figure 1 for a suggested model for implementation by Eric Willard of CUSD (Ullman, 2011).

Required Training The students of todays society live in a media-rich environment. Teachers struggle every day to garner the attention of these digital natives. By utilizing the technology available in the classroom, teachers are able to engage the students with the content of the lesson, enable student to student collaboration on projects, and encourage communication throughout the process. When the students are using mobile devices that they are already familiar with, the opportunity for learning has greater potential. However, it is the perception of the teacher towards the technology that inspires or hinders progress towards the digital mobile classroom. The lifestyle of todays students is one of mobility (Al-Okaily, 2013). It is a trend that is making its way into the classroom. The support of school administrators and leaders is crucial to the establishment of the BYOD initiatives as well as the enabling of teachers to use the best pedagogical approaches. Pre-service teacher programs All teacher education programs are not created equal. When given the opportunity to participate in research to determine what was being offered for teacher education programs in the

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United States, only 79 of 228 questionnaires were returned in a recent survey (Foulger et al., 2013). The ability of the researchers to generalize the findings is hindered due to lack of responses. It is crucial to the successful training of teachers entering the field that schools of higher education work together in order to determine best practices. Considerations. Foulger and his colleagues (2013) note that teachers and the pre-service educational programs must continually evaluate how to integrate technology into the classroom due to the rate technology is changing in the field of education, especially at the PK-12 level. Other research suggests that as the next generation of teachers enters the field, they do not necessarily possess the knowledge and skills of integrating technology into the classroom (Thomas & OBannon, 2013). When considering the interest and use of personal mobile devices in the classroom, statistics indicates they are here to stay (Foulger et al., 2013, p. 27). Challenges. Due to the fact that the BYOD initiative is so new and can be implemented within one year, administrations at the lower schools are fearful of the risk involved in exploring their options (Foulger et al., 2013; NMC Horizon, 2013). As well, teacher preparation programs are unprepared to overcome the challenges of the lack of faculty knowledge and expertise (Foulger et al., 2013, p. 24). However, the very reality of the digital age is here to stay and as educators, an appropriate pedagogical approach must be found (Nuangchalerm, 2012). Nationally, there is still hesitation in using mobile technology in the elementary schools (Foulger et al., 2013). Of the 79 responses in the survey mentioned earlier, indications are that schools are exploring the idea of mobile technology in the classroom in some way (Foulger et al., 2013). Coursework. Coursework for pre-service teachers needs to include the use of mobile devices specifically in the classroom environment. The Horizon Report (2013) describes the

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training of pre-service teachers in the skills and techniques necessary for todays digital world as rare even though it is deemed important. While it is important for pre-service teachers to be familiar with the skills and techniques to use mobile devices in the classroom, they have not been given opportunities to use the devices in the classroom (Hero, Kiger, & Owens, 2013), there is no instructional model (Thomas & OBannon, 2013), and there is no clear example of best practices (Herro, Kiger, & Owens, 2013). Hero, Kiger, and Owens (2013) suggest that, for a particular School of Education, the coursework would emphasize (a) assessing the value of mobiles in instruction, (b) pedagogical approaches, (c) content creation, (d) evaluation of apps, and (e) learner impact (p. 35). The success of this plan of action could be shared and used in other institutions. Teachers need to be learners of mobile technology. They need to make the training personal as they would expect from their students in the classroom. Teachers also need to be supported in their efforts to introduce use of mobile technology in their classrooms (Crichton, Pegler, & White, 2012). Professional Development Researchers Potter & Rockinson-Szapkiw (2012) determined that a teachers attitude, perception, and ability determine how and what they learn. Also contributing to the learning curve is the teachers perceived value in, personal beliefs of, and prior experiences with mobile technologies (2012). What teachers accept as best practice and a pedagogical approach to learning about the use of mobile technology and BYOD comes from their expectations (Potter & Rockinson-Szapkiw, 2012; Foulger et al., 2013). Pegrum, Oakley, and Faulkner (2013) discovered in their interviews that the strong desire for professional development was how best to integrate m-learning with the curriculum and pedagogy (p. 76). With this information, the

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next step will be to develop a plan to do just that. This can be accomplished through cooperation internally, collaboration professionally and communication globally. Cooperation. Clearly, the support of school administration is vital to the success of any policy to use mobile devices and the BYOD initiative. The process is not as simple as allowing access to the Internet. Frustration occurs when teachers are unable to integrate the mobile technology due to limitations and restrictions of resources (Al-Okaily, 2013). Unfortunately, the administration is also bound by budgets and limited resources. Teachers who want to integrate mobile technology into the classroom must become creative and even more resourceful to use what they have been given. This adds to the tensions which are heightened when teachers have no extra time to prepare for lessons which involve mobile technology, a technology that is advancing faster than they can imagine (Pegrum, Oakley, & Faulkner, 2013). Collaboration. Researchers Potter & Rockinson-Szapkiw (2012) recommend collaborative efforts among supportive administration and a mentorship approach to professional development. Younger teachers can learn from the veteran teachers who have more content knowledge and are able to adopt technology in a more pedagogical approach (Crichton et al., 2012). Another approach to professional development is to work with the local college to offer graduate credits as an incentive for courses developed for the purpose of integrating technology (Crichton et al., 2012). Communication. Delivery format and incentives are believed to be the key components to engagement in professional development. With all-day workshops, and graduate coursework credit being key strategies to ongoing learning for teachers (Crichton et al., 2012; Herro, Kiger, & Owens, 2013). However, research shows that a one-day workshop or several hours per month is not enough training (Potter & Rockinson-Szapkiw, 2013). It also shows that face-to-face

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mentoring and on-demand support are also successful options for using mobile technology in the classroom. Other approaches to professional development are the use of mentors who collaborate with other teachers, maintaining learning communities, and incentives (Herro, Kiger, & Owens, 2013). Professional development is only targeted at operating equipment rather than instructional techniques for integration (Potter & Rockinson-Szapkiw, 2012, p. 23). Teachers do need to know how to use the technology, but they also need to know the method in which to use it. Teachers need to know the relevance in using the technology, and how it relates to student learning outcomes. They need time to practice and reflect on what they have learned (2012). Potter and Rockinson-Szapkiw (2012) recommend that the best model for professional development should include three aspects of technology: operation, application, and integration to include support from the community and mentors. The challenge with professional development is the fact that it has been slow to gain support for the BYOD initiative. The outcome for professional development should be based on the best possible outcome for student learning. Student Training With virtual schools becoming more available to students, a shift in teaching and learning needs to occur. This is a switch from the teacher-centered, lecture-style classroom to the student-centered, inquiry based classroom. Research shows that students want to have more control over their learning (NMC Horizon, 2013). The teachers goal in the classroom is to help students be lifelong learners and to be engaged in the learning process. Because these digital natives are being raised in a tech-savvy world, they are more updated than what is being taught in the classroom (Al-Okaily, 2013).

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Students benefit from the BYOD initiative because it allows them to personalize what they are learning; be more independent with their learning anytime, anywhere; be more involved and engaged in the learning process - thus creating higher levels of learning and productivity; and develop a greater sense of responsibility for the outcomes of their learning (Al-Okaily, 2013). Potter and Rockinson-Szapkiw (2012) believe that student achievement is positively influenced when learning is connected to reality (p. 25). By allowing students to use their own mobile devices, they are setting themselves up for success by learning 21st century skills as they learn collaboration, problem solving, creativity, production, and social networking, all of which are skills highly required in the future job market (Al-Okaily, 2013, p.4). Clearly, mobile learning and the BYOD initiative is a trend that brings personalized learning full circle at home and in school.

Advantages
Technology is an imperative component to todays education system. With such a rapid boom keeping educational technology current may prove to be an unrealistic task. However, as mentioned above, with a BYOD program, schools have been able to make strides towards taking the bull by the horns and using students personal technology to the benefit of each students education and learning. After a survey was conducted by Michael Simkins on BYOD, one respondent replied to Simkins comments by saying, Start looking at smartphones as an educational tool rather than an annoying distraction. Yes, said one respondent, This is a real stretch for many schools who fear students will spend their time texting and visiting their social networking sites. But many teachers already admit to allowing a student to Google something in class during a lesson. Why

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not embrace the smartphone and make it our friend? This includes allowing teachers to access their own devices rather than have a policy that prevents it. Part of the learning curve for all of us in the 21st century is how and when to use these devices appropriately. (Simkins, 2011, p. 11) When it comes to BYOD, there are multiple advantages that have been brought to the surface. These advantages range from cost efficiency to developing leadership amongst students. In todays society with the economic struggles worldwide, money is a real issue in education. Funding to provide the latest programs and devices, which will help to give students a competitive edge for society, are limited in many places. BYOD offers a more financially savvy approach to technology. One study found that, The primary reason whenever anyone begins the discussion is cost. Another cost incentive that is mentioned is that it takes pressure off the tech support structure as students are responsible for their own devices (Nelson, 2012, p. 14). The cost of integrating such technology into the classroom is available at a lesser cost to the school if the students are able to bring their own technology. The cost of building a network, as discussed earlier, can be quite costly, but the school does not have to purchase devices as well as a network. This is extremely beneficial if the students, or most of them, own applicable devices to be used in the classroom. Another study amongst sixth graders found, One third of all 6th grade students have a smartphone, 73 percent own a MP3 player, half of all 6th graders take online tests, and 25 percent of 6th graders are already using an e-textbook (Suarez, 2012, p. 17). This shows that the devices are available and, if the school districts take advantage of this, BYOD can be beneficial to the education learning environment. Along with the cost effectiveness, comes the advantage of familiarity to students. This means students can use the same technology that they are used to using at home in the classroom.

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This creates a great advantage for the students not having to learn a new device to continue learning or engaging in the material. Not only do the students have a device they are familiar with, they also learn how to take initiative and be leaders in order to help fellow peers. In Saline School District in Michigan, the superintendent and director of instructional technology discussed the benefits after one year of BYOD implementation. Students naturally teamed up and sought out students who did not have their own technology to bring to class- kind of a no classmate left behind scenario. Students have really enjoyed the role of content producers versus passive consumers. We considered offering a help desk for students so that classroom teachers werent burdened but there was no need (Graden & Kellstrom, 2012, p. 36). Along with the leadership that BYOD programs can facilitate, it also pushes students to succeed and complete tasks in an individualized way. Some results from a school that implemented BYOD shared that, A sixth-grade student reported that she could learn any time, any place. A fifth-grade student writing with Storybird reported that for the first time he believed he could write (Nelson, 2012, p. 15). Success as displayed in these stories, are just a few of the advantages of BYOD programs in education.

Disadvantages
As with all programs or movements, there are advantages as well as disadvantages. Nothing, especially with technology, is ever perfect. There is always room for improvement or adaptation depending on the situations at hand. With BYOD, the same is true. Although BYOD has many advantages that truly benefit todays education system, it also has some disadvantages. With these disadvantages schools must weigh the cost to determine if a BYOD program is fitting

BRING YOUR OWN DEVICE (BYOD) with their needs. These disadvantages range from lack of research to security and safety concerns.

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One of the largest disadvantages of BYOD is the lack of research available. BYOD is a fairly new concept in education. This means, that although many schools are changing policies and starting to adapt to the new program, the programs have not been implemented long enough to gather a substantial amount of information. This can be a deterrent for school districts looking into BYOD. Without enough information, it is hard to fully buy into the idea and make decisions on a large scale. This requires schools to create a trial and error period and adapt as the program is implemented. Along with lack of research comes the buy-in from faculty. Another disadvantage to BYOD is the concern from teachers regarding the new idea being implemented. Many schools start the BYOD programs with a flexible expectation from teachers. Many teachers are not required to take advantage of BYOD. In Saline Area Schools there were four goals when starting to implement BYOD. We had four goals: (1) maximize student learning by integrating tech-rich experiences into the curriculum to acquire, evaluate, create, and share digital information; (2) help students achieve media and technology literacy while maintaining a safe and ethical online environment; (3) provide and always-on digital learning environment for students; and (4) leverage student-owned devices and digital tools to engage, instruct, and extend student learning, and give teachers the opportunity to drive BYOD from the classroom level. (Graden & Kellstrom, 2012, p. 36)

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However, after a full year of BYOD and allowing teachers to ease into the concept, the school found that some teachers still havent offered learning experiences that utilize student-owned devices; they are still unsure how it will work in their classrooms (Graden & Kellstrom, 2012, p. 37). Teachers are hesitant to make the switch. It means giving up the traditional style classroom and allowing students to have some freedom. One of the other disadvantages to BYOD is the concerns for safety and security for both students and staff. Many fear that by allowing students to bring their own devices, they are given too much freedom and trust. There are concerns that students will waste the instruction time socializing rather than learning. This makes educators, administrators and parents hesitant to accepting the program. As Saline School District recognized, a few students still make bad choices with their personal technology in the school setting and cause a little fear of the unknown for some staff members (Graden & Kellstrom, 2012, p. 37). Finding a way to make all networks secure without locking out valuable resources cannot only be daunting but also prove to be a disadvantage to BYOD programs. Lack of Research 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

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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

BRING YOUR OWN DEVICE (BYOD) frustration for the teacher and the students since they are unnecessarily being block from

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pertinent and informative websites. It is understood that filters are necessary, especially with Erate 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.

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Summary
The 21st century skills, [have] raised the criteria to change [the] paradigm in education (Nuangchalerm, 2012, p. 69). Change is inevitable. With change comes concern and uncertainty. Using mobile technology in the classroom seems to be a natural progression towards innovation of the learning process. To be an innovator, one needs to proceed into the unknown so that others may benefit. By taking the necessary steps and precautions for safety, administrators and teachers can help create a path towards a new level of learning that is creative and personal. With implementing BYOD, each district and school must weigh the advantages and disadvantages. Professional development, from pre-service education programs to the classroom teachers to the students, needs to be supported by administrations across the United States. Teachers, young and old, work tirelessly and have only one thing in mind when they are in the classroom and that is the confidence and ability to teach their students to be lifelong learners using the resources they have available. The culture of todays world is that of global technology. For students of the United States to be competitive in the future job market, educational programs must implement a policy that prepares todays students with tomorrows skills, which includes mobile learning devices through BYOD initiatives.

BRING YOUR OWN DEVICE (BYOD) References

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Al-Okaily, R. (2013). Mobile learning and BYOD: Implementations in an intensive English program. Learning and Teaching in Higher Education: Gulf Perspectives, 1-17. Banister, S. (2010). Integrating the iPod touch in K-12 education: Visions and vices. Computers In The Schools, 27(2), 121-131. Black, A. (2010). Gen Y: Who they are and how they learn. Educational Horizons, 88(2), 92101. Costa, J. (2013). Retrieved from http://www.edtechmagazine.com/k12/article/2013/01/whatdistricts-should-know-about-byod-and-digital-learning Crichton, S., Pegler. L., & White, D. (2012). Personal devices in public settings: Lessons learned from an iPod touch/iPad project. The Electronic Journal of E-learning, 23-31. DeWitt, P. (2012). [Web log message]. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2012/08/are_schools_prepared _to_let_students_byod.html Downes, J. M., & Bishop, P. (2012). Educators engage digital natives and learn from their experiences with technology. Middle School Journal, 43(5), 6-15. Federal Communications Commission. (2013). Childrens Internet Protection Act. Retrieved from http://transition.fcc.gov/cgb/consumerfacts/cipa.pdf Foulger, T., Burke, D., Williams, M., Waker, M., Hansen, R., & Slykhuis, D. (2013). Innovators in teacher education: Diffusing mobile technologies in teacher preparation curriculum. Journal of Digital Learning in Teacher Education, 21-29. Graden, S., & Kellstrom, H. (2013). BYOD one year later. Technology & Learning, 33(7), 36+. Retrieved from

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http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?action=interpret&id=GALE%7 CA336620349&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&authCount=1 Herro, D., Kiger, D., & Owens, C. (2013) Mobile technology: Case-based suggestions for classroom integrations and teacher educators. Journal of Digital Learning in Teacher Education. 30-40. Hill, R. (2011). Mobile digital devices: Dipping your toes in technological water. Teacher Librarian, 39(1), 22-26. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA272444185&v=2.1&u=vic_liberty&it=r &p=AONE&sw=w&asid=d3e571196c426bd9977569baa10ef61c Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology In The Schools, 49(7), 706-715. Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20. DOI: 10.3402/rlt.v20i0/14406 Nelson, D. (2012). BYOD: An opportunity schools cannot afford to miss. Internet@Schools, 19(5), 12-15. Retrieved from http://search.proquest.com/docview/1153782427?accountid=12085 NMC Horizon Project: Short List 2013 K-12 Education. (2013). Austin: The New Media Consortium. Nuangchalerm, P. (2012). Enhancing pedagogical content knowledge in preservice science teachers. Higher Education Studies, 66-71. Patten, K. P., & Harris, M. A. (2013). The need to address mobile device security in the higher education IT curriculum. Journal of Information Systems Education, 24(1), 44-52.

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Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Education Technology. 66-81. Philip, T. M., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319,400-401. Retrieved from http://search.proquest.com/docview/1399327199?accountid=12085 Potter, S., & Rokinson-Szapkiw, A. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 2227. Raths, D. (2012). Are you ready for BYOD?. T.H.E. Journal, 39(4), 28-32. Robinson, L. K., Brown, A. H., & Green, T. D. (2010). Security vs. access: Balancing safety and productivity in the digital school. Washington, DC: International Society for Technology in Education (ISTE). Schools plug into BYOD: Mobile devices transform Katy ISD. (2013). Retrieved from: http://www.cisco.com/web/strategy/docs/gov/ciscoedukatysdc_cs.pdf Simkins, M. (2011). Getting more value out of the technology you already have. Leadership, 41(1), 8-11. Retrieved from http://search.proquest.com/docview/888584861?accountid=12085 Squire, K., & Dikkers, S. (2012). Amplifications of learning: Use of mobile media devices among youth. Convergence: The International Journal of Research into New Media Technologies, 18(4), 445-464. Doi: 10.1177/1354856511429646.

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Suarez, L. M. (2012). Influence of technology on the leadership of 21st-century career and technical education administrators. (Order No. 3517906, Fordham University). ProQuest Dissertations and Theses, 225. Retrieved from http://search.proquest.com/docview/1033501402?accountid=12085 . (1033501402). Thomas, K., & OBannon, B. (2013). Cellphones in the classroom: Preservice teachers perceptions. Journal of Digital Learning in Teacher Education, 30(1), 11-19. Ting, Y. (2012). The pitfalls of mobile devices in learning: A different view and implications for pedagogical design. Journal Of Educational Computing Research, 46(2), 119-134. Ullman, E. (2011, March). BYOD and security: How do you protect students from themselves? Technology & Learning, 31(8), 32+. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/856126312/fulltextPDF?ac countid=12085

BRING YOUR OWN DEVICE (BYOD) Final Exam Questions Multiple Choice 1. What are the two biggest costs for integrating BYOD into a school? 1. Devices and Training
2. 3. 4.

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Network and Devices Network and Training Devices and Hiring Staff

2. Before incorporating BYOD, districts need to research which of the following? 1. Internet Filtering
2. 3. 4.

Security Curriculum Integration All of the Above

3. What is not an advantage to BYOD? 1. Cost Efficiency 2. Security 3. Technology Familiarity 4. Student Confidence 4. Which of the following BYOD security issue should school districts be concerned with? 1. Student misuse 2. jailbreaking 3. malware 4. All of the above 5. True/False: The best way to administer professional development for teachers is through a one-day workshop.