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Bring Your Own Device (BYOD) programs in classrooms call for students bringing various convenient mobile devices such as laptops, tablets and smart phones for educational purpose. Working with the devices they are more attached to enhances the interest of children to learn. As applying digital technologies in classrooms in the US is showing promising results with regard to promoting a student-centered learning atmosphere, introducing the same in Australia would fetch similar results. More importantly, as students are encouraged to come to the class with their cherished mobile devices, the BYOD approach is sure to keep students always motivated to learn. Mobile devices also decrease the burden on students in carrying volumes of books as they can more fittingly organize and store information for ready reference in their electronic devices. In spite of the equity related challenges and the need for continuously updating the applications BYOD programs help classrooms to groom technical savvy youngsters who can be more analytical and creative in applying the knowledge they gain from schools.
In light of various latest devices and gadgets driven by the state-of-the-art wireless internet technology becoming part and parcel of the daily lives of students they can be very conveniently used in the classrooms to make learning interesting and effective (Sheninger, 2011). The encouraging results on practicing one-to-one computer programs in many classrooms in the US is really good news to educators planning to replicate the system in Australia. One of the main advantages of promoting BYOD program in the classrooms is that it makes young students self-directed learners (Argueta et al., 2011). The fact that the Australian government during the past decade have invested heavily in digital education by realizing the growing association between technological innovation and economic prosperity is quite heartening. In spite of a few challenges linked to the BYOD program, the new system is going to change the very landscape of learning as it saves money and lightens loads of students towards making learning a limitless and student-centered experience by aptly fitting into their lifestyles. No doubt, the various benefits associated with the BYOD program make it more suitable compared to the traditional system of education for the Australian classrooms.
One of the key recommendations of the Advisory Group to enhance the outcome of education in Australian schools is: utilizing digital technologies to improve social inclusion and promote student-centered learning in classrooms (Digital education advisory group, 2013). A survey in the US has revealed that 87 percent of parents are of the opinion that effective implementation of digital learning in the classroom was essential for the success of their children (Evans, 2012). Digital curriculum developed for the Australian schools is expected to give children an impeccable and enriching learning experience. For instance, a BYOD program in the classroom would allow children to access the most recent information. This makes them learn many new things apart from what their textbooks or teachers can provide them in one hour. Besides, classes would be more fun and engaging to the children as students are free to bring to the classes their laptops or mobile devices. Students are also likely to engage in learning of some kind in between sessions. BYOD programs make learning all the more interesting and challenging to students as they provide them with a lot of problem solving skills. For instance, they do not have to memorize whatever they learn; instead, they can use search engines to find data or information required to solve their problems. Besides understanding how best they can use technology to learn new things students can learn a lot about various strategies applicable to diverse life situations.
Digital learning enables students to actively participate in the learning process that is tailored to suit their situations with more meaningful contents (Digital education advisory group, 2013, p.26). BYOD programs allow students to come to the classrooms with their own devices instead of making it mandatory for them to learn the content and practice the devices installed in classrooms. This gives them an opportunity not only to connect their learning with their personal lives but their life styles and own ways of doing things as well. Individual student-centered approach is more likely to empower students to improve their knowledge and think critically to solve problems both individually and collectively. This also makes students always display enthusiasm and a positive attitude as they have an inner urge to learn what inspires them most as against traditional classroom learning that aims at forcefully thrusting seemingly irrelevant information into their brains. Student-centered approach in learning is also more creative in nature since it enables the learners to visualize problems with different perspectives and allows them to involve themselves in learning. Students also gain more analytical and problem solving skills, and sharing of the learning experience would be beneficial and enriching to everyone.
However, introducing BYOD in the classroom also has got a few challenges. Economic disparity is bound to be common, particularly in semi urban and rural areas of Australia. Bringing in their own devices would be challenging to students belonging to the economically weaker sections of the society. Secondly, mobile and digital literacy is something that may not be naturally acquired; instead, it requires a special knack and commitment to get updated about the technology and various mobile applications. For instance, apart from navigating students must learn to interpret and contribute information to the virtual platforms they develop through mobile applications and the web. More importantly, the teachers need to be trained from time to time so as to effectively use the mobile devices and applications pedagogically (Melhuish, K., & Falloon, G. (2010). Schools implementing BYOD program are also challenged to create an environment that sustains an atmosphere that helps students to learn new skills for the future.
The popularity of wireless internet connectivity and computer technology has completely transformed the landscape of learning in the recent times. Students of the current generation have an unlimited access to digital information and resources that help them to creatively learn and solve complex problems. In short, digital literacy helps classrooms to prepare students to counter future challenges in a tech savvy world in spite of some of the shortcomings associated with promoting digital education in classrooms through BYOD programs. Therefore, the best option for Australian classrooms is introducing BOYD programs rather than continuing with the traditional system of education.
References
Argueta, R., Huff, J., Tingen, J., & Jenifer O. Corn. (2011). Laptop Initiatives: Summary of Research Across Six States. Raleigh: Friday Institute for Educational Innovation North Carolina university.
Digital Education Advisory Group, 2013, Beyond the classroom: a new digital education for young Australians in the 21st century
Evans, J. (2012). Project Tomorrow. Speakup. Retrieved from http://www.tomorrow.org/ speakup/learning21Report_2012_webinar.html
Hwang, G-J., Chang, H-F., (2011). A Formative Assessment-Based Mobile Learning Approach to Improving the Learning Attitudes and Achievements of Students. Computers in Education, 56, 1023-1031, doi: 10.1016/j.compuedu.2010.12.002
Melhuish, K., & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools: Learning, Leading, Technology, 22(3). Retrieved from
http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=114
Sheninger, E. (2011, June 9). Tool for learning of distraction. Huffington Post.
