Running head: BYOD AND EDUCATION

BYOD and Education

David Bennett, Kirt Robinson,
Kathy Shipman, Derrick Tevebaugh
Liberty University
April 26, 2015

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Abstract

The following literature review will define the current accepted definition of what a
Bring Your Own Device (BYOD) policyprogram is, how it is used, advantages and
disadvantages, and challenges and security issues of this type of technology policy in the
education arena. In addition to the challenges presented by the devices themselves, their
introduction into the classroom is a challenge for educators as well as students. Software,
hardware, and budget integration are just the beginning of the challenges presented to school
districts. This paper will examine access and security for BYOD systems. Additionally, this
review will examine whether educational institutions should opt for an open cloud based system
that gives more student centered access from any hotspot or invest in more secure school based
data access points with dedicated servers.
While this literature review covers the basics of BYOD it is evident that more research
needs to be done on the effects of BYOD in the classroom, cloud based learning with BYOD
devices, and student centric learning outcomes based on BYOD across device platforms. In the
past, mobile technology was marketed primarily as communication and entertainment devices by
manufactures of tablets, laptops, and smartphones. The literature shows they are quickly
becoming more than avenues to socializing and entertainment. Mobile devices are trending as
one of the most rapidly increasing technologies in education today.

Running head: BYOD AND EDUCATION

Keywords: BYOD, Cloud-computing, cloud security, server, database, mobile learning, Cloud
Based Education, E-Learning, Online Education, Challenges

Running head: BYOD AND EDUCATION

BYOD and Education

The goal of educators in the K-12 setting is to prepare students to be citizens who have a
productive and positive impact on their communities. In order to do that, students must be
provided access to the information necessary to achieve skills that will best serve them in the
future. When addressing the issues of Internet/network access, the greatest obstacle for school
districts is the cost of providing the necessary technological devices. As a solution, /cCurrent
literature shows, school districts have been turning to bring your own device (BYOD) polices
that allow students to bring personal mobile devices to school in order to use them to access the
Internet through the school network to complete schoolwork. In fact, in their 2013 Horizon.K12:
The Interim Results report, the New Media Consortium (NMC), lists BYOD as one of the
emerging technology trends that will be implemented broadly in schools within one year (New
Media Consortium, 2013). Current research shows this to be the case. Although BYOD seems
like the perfect solution, because it reduces strain on budgets and provides students with the
ability to be mobile with their education, it comes with its own challenges and security issues.
This literature review will highlight and discuss some of the current information regarding
BYOD, including advantages, disadvantages, implementation and support challenges, and
required infrastructure.

Running head: BYOD AND EDUCATION

https://youtu.be/LVlT4sX6uVs
Definition
Billons of people utilize mobile technology every day. The World Bank estimates that
seventy-five percent of the world population owns a mobile device (The World Bank, 2012). The
increase in mobile device ownership indicates that people are using their devices more and more
each day in order to be productive and stay connected. As a result, more and more people began
taking their personal devices to work and using them to access the corporate network in an effort
to streamline activity and thus become more efficient. The term bring-your-own-device (BYOD)
was coined by Intel Corporation in 2009 when they noticed that their employees were bringing
their own mobile devices to work in order to connect to the company network. Rather than
banning the practice Intel encouraged the practice because it cut the cost of providing technology
to individuals and because of the convenience of the mobility of the technology, employee
productivity was improved (Burns-Sardone, 2014). For the same reasons, budget relief and
convenience, the education industry is trending towards BYOD platforms.
People use their own mobile devices in order to complete tasks for their employers,
families and themselves. BYOD refers to bringing your own technology (or device) to the office
or school in order to connect to the company or school network for either business or personal

Running head: BYOD AND EDUCATION

use. Mobile technology is any technology, such as smartphones, laptops, tablets, iPads, Kindles,
and e-readers, (Squirre & Dikkers, 2012) which the user takes with them from place to place for
use to connect to a network in order to complete tasks. The prevalence of BYOD in schools is
increasing exponentially. By 2013, forty-one percent of principals allowed BYOD in their
schools, an increase of nineteen percent from 2010. Of the forty-one percent that allow BYOD,
ten percent allow BYOD at any time during the school day, an increase from seven percent in
2010 (Burns-Sardone, 2014). In order for educators today to prepare students for their future,
they must embrace the technology students are using in their everyday lives in an effort to make
relevant connections to curriculum. To that end, the BYOD platform is the emerging teaching
tool of the future.

Advantages
In addition to budget relief and convenience, there are many advantages and
disadvantages to BYOD platforms across whole school districts. Michelle Estable (2013)
indicates that some of the benefits of BYOD are increased access, convenience, anytime
learning, anywhere learning, as needed learning, quick referencing and troubleshooting,
personalized learning, autonomous learning and social media integration. Creating an
educational atmosphere where students can take an active and personal action in determining the
way in which they learn enables them to take ownership of the learning
process and thus enriches the learning experience.
https://youtu.be/ZL4ssuCDRXs

Running head: BYOD AND EDUCATION

By allowing students to bring and use personal devices they are familiar with, they are
more apt to use them properly, not abuse them physically and be more cautious when considering
downloading items from the Internet. In a study at an Australian university, researchers
evaluated the habits of higher education students when using BYOD on campus versus at home.
They discovered that based on the Protection Motivation Theory that reflects the users intention
to avoid malware threats in BYOD, subjects behaved more cautiously at home versus on campus
(Dang-Pham & Pittayachawan, 2015). Presumably, this is because when at home, users were
more responsible for repairing damages caused by malware and other unwanted content
downloaded versus what is seen as unlimited resources for the university use. In other words,
when using their own devices for research, as with social use, students took better care of the
devices and were more cautious because of personal responsibility and liability.
Smart learning or mobile learning incorporates the use of the BYOD platform in order to
address numerous issues for the individual learner and the school as a whole. By allowing
students to bring their own devices, schools increase the students accessibility to learning
experiences, assessments, and instant communications with instructors (Estable, 2013). By
utilizing BYOD, lessons can be individualized on both the academic level and the accessibility
level. As an example, if a student has a sight disability, the font on the screen can be adjusted to
their needs. If the student is a grade level behind or ahead, the lesson can be adjusted to their
skill level. If a student is a visual learner, auditory learner or kinetic learner, lessons can be
adjusted to address their preferred learning style. Additionally, assessments are individualized
easily, as is feedback to the student on personal progress.
Disadvantages

Running head: BYOD AND EDUCATION

Compatibility, connectivity and isolation are the three biggest disadvantages of BYOD
and mobile learning. Lack of compatibility across devices and applications is listed as the most
prevalent drawback to a BYOD program. Estable (2013), states that because BYOD provides an
independent learning atmosphere, careful consideration must be taken when designing a mobile
learning program. For instance, some mobile devices do not open files as readily and readable as
others. PDF files do not open well on most mobile devices (Estable, 2013). Additionally,
connectivity issues can be an issue with a successful BYOD program. Estable states that the
student body should be surveyed regarding their Internet connectivity issues. If there is a large
portion of the student population that does not have access outside the schools Wi-Fi zone,
programs should have small learning nuggets that can be down loaded prior to leaving the zone
so students can access the information once outside of the zone to continue the learning process
(Estable, 2013). Finally, because of the independent atmosphere afforded by a BYOD program,
the instructor is not present for immediate problem solving with the student. Therefore, it is
imperative that curriculum is designed in a clear and succinct manner that facilitates easy
discovery (Estable, 2013).
Additional disadvantages worth mentioning are increased pressures on the network
infrastructure and IT personnel, security and privacy issues, support cost, device inequality
across students, student personal safety, classroom management and student assessment (Estable,
2013, Violino, 2012). All of which can be addressed during the program and policy planning
stage as well as during staff professional development and staff and student IT safety training.
The advantages of mobile learning or M-learning, outweigh the disadvantages by
providing students more freedom to learn at their own pace in their own place. That is, by
always having the mobile device with them, when they have a few minutes, or many minutes, of

Running head: BYOD AND EDUCATION

down time they can access lessons and research projects. They are no longer confined to the
time line of the instructor or other students. Furthermore, they can receive instant feedback from
instructors and participate in collaboration with other students through social media (Estable,
2013).
Applications
In K-12 education, with the increase of students who carry mobile devices, the challenge
becomes using these devices to engage students in order to enrich the learning experience.
Students tend to use mobile devices for social interactivity, portability, context sensitivity,
connectivity and individuality (Squirre & Dikkers, 2012). Each of these items involves a
personal interaction with the device. In order to link personal to educational use of mobile
devices, the social concept or connection that surrounds these devices must be considered when
developing instruction design and curriculum that incorporates mobile devices.
As a result, uses for BYOD in education must be student centric. The most obvious and
most utilized use of BYOD is student research. When using their own devices for research
students are able to customize their research techniques, create, and maintain their own databases
of information and sources and collaborate with other students.
In addition to student research, teachers are utilizing mobile devices to increase student
engagement, peer interaction and collaboration, improve communication, reduce computer costs
and extend learning time (Kiger, Herro, & Prunty, 2012). Teachers have students bring mobile
devices on field trips in order to assist in making lessons more interactive and relevant. They are
using mobile devices to provide enriched curriculum, IEP and 504 accommodations, to increase
reading comprehension and provide tutoring. Educators use mobile devices to communicate
with peers and parents as well as their students thereby ensuring more opportunities for

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professional development, effective implementation of lesson plans and increased student

involvement. Mobile devices provide learners the resources needed to acquire knowledge from
the Internet and use it to support ideas and additional knowledge construction (Kiger, Herro, &
Prunty, 2012). Additionally, BYOD can utilize mobile gaming to create individualized learning
environments, and the flipped classroom where students drive the learning process (Kiger, Herro,
& Prunty, 2012).
Challenges
Budgets
One of the main reasons educational organizations are turning to BYOD programs to
enhance the learning process is because a BYOD program can provide the technology needed to
educate students for the future without breaking the IT budget. Funds that would have been
spent on computers and laptops can then be redirected to other technologies such as smart boards
and software applications. In Katy Independent School district just outside of Houston Texas
when introducing a BYOD program, they provided devices for students who could not obtain
their own. Outside of the cost of the network infrastructure and security software, each device
cost approximately $100.00 dollars plus the cost of the data plan, which came in at $34 dollars
for each client. The school district only paid for the students who did not own a mobile device
instead of the 6000 students (MindShift, 2012), thus drastically reducing the schools
expenditures for the program.
In a smaller district of approximately 3000 students in Louisville, Ohio, the district has
implemented a mixed BYOD policy. No mobile devices in the two elementary schools or middle
schools, while at the high school, instructors determine when students may use personal mobile
devices in class. This year the district spent $165,000 dollars to purchase Chromebooks for the

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elementary and middle schools. Although this expenditure did not provide a 1:1 device for the
students, the expense was staggering for such a small district. Full implementation of a BYOD
program would alleviate a large portion of the stress this caused on the overall budget for the
district.
Both of the above examples illustrate the difficulty in trying to establish a BYOD
environment. In addition to the costs associated with hardware, there will be an additional cost
for facility training. Having the devices will not ensure a measurable learning outcome.
Compounding the budget issue is that in many cases this will not be a one-time expense. If the
institution chooses to issue equipment to the student, additional fees will have to be allocated for
lost, stolen and broken devices on an annual basis. If the institution opts for an Intranet that will
require additional staffing, space to house hardware, broadband connections, and scalability,
which will, all add to annual budgets. In a limited case study involving just the introduction of
E-textbooks Lee, Messom, and Yau (2013) noted, that as schools transition from paper-based
textbooks to e-Textbooks it is expected there will be a substantial investment incurred. In
addition to these hardware costs, the institution providing the technology should also expect to
pay for proprietary access to the e-material on a reoccurring basis. Unlike printed material, ebooks in most cases are rented for a specific duration of time.
Cloud Computing
One of the solutions to minimize costs is to opt for implementing a cloud-based system.
Paul and Dangwal (2014) noted one main advantage of using cloud-based systems is that
organization do not need to install it or hardware or software of their own. The service provider
will provide all needed services. This will eliminate pressures on the budget, allowing the
educational institution to redirect those funds to another source and not have the reoccurring cost

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of hardware and software upgrades. Cloud Computing (CC) gives opportunities to harness
powerful technologies in the new and creative way without extra budget on IT (Paul & Lata
Dangwal, 2014). By using open source technologies serviced by the cloud hosting facility the
institutions get the most advanced teaching and learning software available as part of their
regular service package. Unlike educational institutions, commercial for profit organizations
realize that if they do not stay current and up to date people will not invest in their services.
Therefore it is necessary to provide a healthy broadband capacity which is essential for
sophisticated CC services (Paul & Lata Dangwal, 2014). This will be the majority of the
expense if an institution decides to offer a cloud based service.
Careful consideration will need to be given as to the availability of wireless connections.
The availability of wireless connections whether provided locally thru routers and fiber
connections or repeaters linked to a local cell tower may dictate the choice to use a cloud service.
The adequacy of this feature cannot be overstressed in a budget. If the instructors or the students
consider their connections as inadequate, and download/upload times appear excessive, they will
not use the technology to its greatest potential. While cloud service will not solve the desired 1:1
ratio that educational institutions strive for, it will move them one-step closer to that golden ratio.
It allows the most diversity between devices with the smallest investment in infrastructure. The
fact that more and more students have a desire to use their personal devices in an educational
environment remains true. The fact that we see more and more of these devices in the classroom
is also true. In a world of shrinking school budgets, less staff preparation time, and increased
dependency of social media a cloud infrastructure offers the fastest path to digital inclusiveness
while offering the most diversity amongst the students. The need to provide student based
learning is the next step in education and clouds will be our path forward.

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Infrastructure
The American Society of Civil Engineers gave the U.S. a D+ score on the countrys
infrastructure due to a lack of maintenance and spending citing catastrophic failure by the year
2020 (American Society of Civil Engineers, 2013). Much as the countrys infrastructure needs
constant support to keep its citizens safe, a network infrastructure also needs consistent
maintenance and upkeep to function properly. The need for consistent uptime on a school
network is the primary concern of any system administrator. The plethora of web based
applications, mobile devices, and other technologies require a constant connection to the Internet
and the network. Creating a properly designed physical system, addressing the need to regulate
each device, and providing accessibility are key to providing the infrastructure for a fully
connected educational environment.
The design of a network in a school is the simplest and most important step in creating a
depending system. A proper system will first locate any single points of failure and create a
redundancy if possible (Wallace, 2012). Removing single points of failure allows a network to
remain active even if an individual device fails. Having a redundant device connected to the
network is often not enough if a failure occurs. An available working device must be easily
accessible to complete any repairs necessary if a service goes down. Network downtime is
measured by the amount of time taken to repair or replace a device. Without an available
working replacement, repair times can be dramatically increased.

TThe second concern for the support team is the required bandwidth draw on the
network. This need is addressed in two ways. Initially the design must investigate the amount of
bandwidth necessary to meet the needs of each user. This addresses the individual requirements

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of each user on the network. To address bandwidth issues between teachers and students,
bandwidth throttling can be implemented to allow only approved users access to more data flow
(Wallace, 2012, p. 292). This addresses the need for a higher Quality of Service (QoS) for
teachers who must have access to a consistent network speeds. Throttling bandwidth can be
accomplished by either setting up a separate network for teachers, or by creating a specific
permission on a server for teacher computers (Wallace, 2012).
The second bandwidth concern revolves around protocols being used on the network for
regulation. Implementing background software to regulate the network also requires priority
bandwidth to complete the assigned functions (Wallace, 2012, p. 290). When deciding on
security and redundancy measures for a network, bandwidth availability must be addressed. The
more load placed on the network assigned to system management, less bandwidth will be
available to the end user (Wallace, 2012, p. 290). A focus can first be placed on how personnel
deal with the variety of devices. Control of devices can often be set and the networking layer of
the system, allowing devices to be controlled by software to do most of the work, above the
physical design (Brown, Green, & Robinson, 2010). This approach can allow the necessary
modularity in an environment where each device is unique in architecture and operating system
(Brown, Green, & Robinson, 2010). Understanding the needs of the users, and how to address
those needs, is the primary step in designing a high availability network.
Providing appropriate network access is vital to creating a technology rich educational
environment, but this does not limit access to the school building itself. Allowing students and
teachers access to material outside of the school is also important for a complete experience.
Two methods exist to allow secure access to school material for teachers and students outside of
the school. The first is a Virtual Private Network (VPN) into the school. A VPN creates a secure

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connection through the Internet from a personal device to the school network (Brown, Green, &
Robinson, 2010). Such a connection allows educators to access secure information, using
specially designed software, to safely view and modify information on a school network while
off-site.
A second method is the use of web-based software. Software services located on an
outside server, concentrate resources accessible from any location. The services are often
provided by third parties and are secured by various authentication systems provided by the
developer. These services must be considered on an individual basis because they are not
handled internally by the school and appropriate research must be conducted to decide if third
parties security measures are adequate for the schools needs (Brown, Green, & Robinson, 2010).
In the best-designed network a system can still fail or drop service for difficult to
determine reasons. In an environment where devices are purchased and controlled by the
student, highly trained personnel are necessary to address unforeseeable situations from the
cornucopia of devices present on the network. Appropriately, trained personnel are responsible
for professional development in the school, and preparing teachers and students to use the
devices available to them (Abas, 2000). Budgeting to allow highly qualified individuals is
essential in creating a secure and accessible environment for students and teachers to effectively
use the technologies available and have the access necessary to succeed (Brown, Green, &
Robinson, 2010). Without the ability to support existent systems and have active staff prepared
to implement new technologies, schools will struggle to meet the needs of its students (Abas,
2000).

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https://youtu.be/-Uwjt32NvVA
Software
Software in BYOD applications can be problematic. Depending on the device, smart phone or
laptop, as an example, the software can very extensively. Devices running Microsoft 8.1
applications as their operating system (OS) can ease some of this burden. It also demonstrates
Microsofts dedication to bring about a device that can work freely in the cloud as well as in the
office. When it comes to handheld BYOD devices, tablets and smartphones, they can be placed
in two categories. They are either open source (Apache based system) or proprietary systems
(Apple and Microsoft). This problem is at the core of BYOD. By its very definition, each user
will bring whatever device they favor or own. If the educational system provides the devices,
which will drastically increase cost and accountability, they run the risk of creating a whole
generation of users that only know one type of device. This was demonstrated in the early
1990s when Apple was the primary supplier of computers to school systems. As a result, we
created a whole generation of apple users that were unprepared for the work place,
which was predominantly running IBM Microsoft based computers. Some drawbacks of
traditional mobile learning that must be dealt with are high device and network costs, low
network transmission rates and limited education resources (Wang, Chen, & Muhammad, 2014).

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This type of mobile setup puts the ownership of software on the providing educational
institution. They dictate which software to use and are responsible for its setup and delivery to
the student, along with any software updates and revisions. Figure one
represents a closed hosted network.
WWhile this type of setup allows greater security for the institution
and to some degree, the student, the entire cost is born by the institution. In
most cases, this will require additional staff to maintain and service the equipment and installed
software. Accessibility by the student and staff can or will be limited by the network connections
allowed.

Open source cloud based software applications allow content providers to save the large
initial cost of purchasing large software packages, enabling them to spend their funds on needed
hardware and software when installing any new system (Wang, Chen, and
Khan, 2014). This is the true synthesis of mobile learning. Software
becomes the issue for the service provider. The cloud host designs and
uses software that will reach across all platforms; the user (institution)
pays a service fee based on volume. Wang, Chen, and Khan (2014) in their case study at Khalifa
University, noted that learning outcomes
and resources could be stored in the Cloud, which provides almost unlimited storage and

Figure 1 Closed Hosted Network

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computation capacities. Documents can be commonly edited and shared in the Cloud, such as
services provided by GoogleDocs, Live Skydrive, and Office Live.
Open source software learning platforms like Moodle offer user flexibility, instant
Resizing, without additional hardware and total accessibility. This learning management tool is
easily managed on a cloud hosting surface like Microsoft Azure and is supported (patches and
updates) by the cloud host. Software and data reside on the cloud server and the student just
needs to access it thru an Internet service provider. Figure 2 illustrates a typical cloud
environment.

Figure 3 Student Architecture

Notice with this type of setup that all software interfaces are maintained in the cloud and
minimal amounts of data are pushed to the receiving device. This allows greater access by more
devices. Even BYOD devices with limited on-board storage and bandwidth accessibility can run
efficiently on this platform. Figure 3 illustrates the interaction from the students perspective.
From a software standpoint, the easiest platform to erect is a cloud computing service
because it has less initial cost, has more accessibility, and can be expanded with relative ease. It
is less secure than a user hosted Intranet and will require the institution to use open source coded
software. This will require further study in reliability and content management but appears
promising. For a true

student centered BYOD

perspective, cloud

computing is the new

Figure 2 Typical Cloud Environment

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destination.
Maintenance/Support
The exponential advance in technology offers a staggering array of opportunities for
educators to engage student in new ways to improve the learning environment. The often
forgotten reality of these advances is the upkeep and support necessary to keep the system
running and the inherent hurdles of large-scale implementation of new technologies. Addressing
areas of technical support, infrastructure management, and system compatibility are the three
primary areas to be considered when implementing a new device into an existing system.
A common misconception in the digital age is the belief that digital natives do not require
technical support due to their inherent familiarity with personal computing devices. This concept
has been challenged due to a lack of understanding found in most end users (Bishop, Elen,
Merril, & Spector, 2014). A familiarity with current technology should not be mistaken for
understanding. The need for students and teachers to be trained in appropriate use is as
important as how the technology is used in the classroom (Bishop, Elen, Merril, & Spector,
2014). Some professionals lament this misunderstanding as the expectations of a single
department of the school are extended to solving all technology related problems (Abas, 2000).
Addressing this misunderstanding by properly training teachers and students is the first step to
proper integration.

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Improving the use of technology in education depends on the effectiveness of

professional development (Abas, 2000). The focus should start with the educator first, and then
transition to the student (Abas, 2000). Using well-trained computer professionals to prepare
educators to integrate devices into the classroom is the primary task in technology use in
education (Bishop, Elen, Merril, & Spector, 2014). This implies the training comes from
individuals who are not only familiar with the technology but pedagogy as well (Abas, 2000).
Relying on a single department or individual to solve all device problems can quickly
become impractical in a school setting (Abas, 2000). Educating teachers in how to best use
technology and to understand the basics of how the technology works is the simplest solution to
implementing any device in schools (Abas, 2000). Allowing Information Technology
professionals to train educators in proper technology usage better prepares the teacher to
implement a variety of devices in the classroom and releases the support team to focus on nonskilled specific issues.
Security Issues
Dangers
These are the facts of life; a person can be free or they can be secure but they cannot be
both. For every item of security added a bit of freedom is lost. This theory can be illustrated
with a small analogy of the family car. On the family vehicle, the owner has a personalized
Georgia license plate that says Bob and Eva, the back window has decals with little stick
emblems of two adults and three progressively smaller children two dogs and a cat, an I love
my wiener dog sticker, a NRA sticker with a circle and red line through it. On the windshield
are a homeowners association (HOA) admittance decal, a Royal Hills country club decal, and a
downtown parking permit issued by the owners employer. The owners have freely exercised

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their right to express themselves in a classic way, but what have they given up? It can be
determined, with reasonable assurance, that their names are Bob and Eva and they live in XXX
County in Georgia, in the subdivision that issued the HOA decal. It may or may not be part of
the country club, if not it can be inferred that they can be found there Saturday morning playing
Golf. One of the owners works at the employer named in the decal and they have three small
children, two small dogs, a cat, and are not likely to be armed with a weapon, nor should it be
expected a firearm would be found in their home. These are the same types of problems that can
be expected to exist in the classroom. If the IT manager allows total open sites, access is
increased but safeguarding of data is decreased. If security is too tight, user problems are
increased and usage is going to decrease because of restrictions. So how can a balance be struck
between user freedom and reasonable safeguards?
Institutional Internet Policy
As the growth of smartphone usage in education increases, security measures must be
developed and enforced to protect students and school networks. When most people think of
network security, the first thought that comes to mind is hardware security. Hardware security
can involve the use of firewalls, common access cards, or the blocking of USB ports on
computers. Although hardware security is an important part of any plan to safeguard users and
the network from security threats, the first priority must be the development of a flexible network
security policy that also addresses the education of users regarding the dangers of potential
security risks.
The introduction of BYOD to education brings with it security concerns that were not as
prevalent when network administrators controlled the devices that accessed school networks. It
would seem that minor changes to an institutions technology use policy could address the

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introduction of BYOD. However, in order to fully understand the ramifications of allowing

students to use their personal devices in classrooms and access school networks, administrators,
teachers, and parents must understand what is necessary for the creation of a safe learning
environment as defined by the Childrens Internet Protection Act or CIPA. CIPA was enacted by
Congress in 2000 to protect children from obscene or harmful content over the Internet. The
protection measures the CIPA require are that schools must block or filter access to pictures that
are obscene, child pornography, or harmful to minors. Schools governed by CIPA also must
adopt an Internet usage policy that addresses:
Access by minors to inappropriate matter on the Internet; the safety and security of
minors when using electronic mail, chat rooms and other forms of direct electronic
communications; unauthorized access, including so-called hacking, and other unlawful
activities by minors online; unauthorized disclosure, use, and dissemination of personal
information regarding minors; and measures restricting minors' access to materials
harmful to them. (para. 4).
By following CIPA requirements, schools have a foundation that leads to a solid BYOD and
Internet usage policy.
After establishing the policy foundation provided by CIPA, the next step in the process is
to identify and involve the primary stakeholders in the implementation and usage of BYOD. The
primary stakeholders in a BYOD governance plan are administrators, teachers, parents, and
students. All stakeholders must understand the correct procedures for effective usage of personal
devices in order to prevent improper usage (Ackerman, A., Krupp, M., 2012). Internet and
BYOD usage policy must not be so restrictive that it makes classroom mobile device usage a
fruitless pursuit. As stated in the introduction, the stakeholders must create a balance that not

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only addresses CIPA requirements but also gives users the freedom to utilize the Internet for
educational purposes. To ensure that all stakeholders understand the rules and policies governing
BYOD and Internet usage, schools should develop an acceptable use policy or AUP. This
document discloses the rules of device conduct that students must follow and informs parents of
the consequences of not following established BYOD usage guidelines. Color-coded signs can
also be placed in areas that designate the type of device usage allowed and the consequences for
infractions (Flanigan, 2013).
Along with the implementation of an AUP, schools must continue the process of BYOD
implementation with the education of the faculty and students on becoming a responsible digital
citizen. This type of instruction is concerned with modifying an individuals cyber behavior in
order to prevent rule infractions rather than just providing the rules and consequences of poor
choices (Ohler, J. 2011). Digital citizenship education is not usually the first area of
consideration when school administrators decide to implement a BYOD program. However, it is
a critical step in guiding young students towards making better decisions on where they go, what
they download, or what they see. By modifying behavior (Flanigan, 2013), not only do students
make better choices but they also add another layer of security to the school network by reducing
the amount of destructive behavior.
Conclusion
Todays schools are rapidly transitioning from traditional learning methodologies to
technology integrated learning environments. As budgets become constrained, cost conscious
educators have had to become more innovative in the way technology is woven into their
curriculums. As mobile devices continue to integrate into every aspect of our daily lives,
educators, using the experience from corporate adoption, have embraced the concept of BYOD.
BYOD has proven to not only to be cost effective andbut has also made the learning process

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more interactive and student centered. Students now, and in the future will expect to use the
mobile technology they have become so familiar with in the classroom. The integration of
mobile devices into the students leaning experience will revolutionize the educational
environment that we know today while also requiring greater expectations of critical thinking
and problem solving (Ackerman & Krupp, 2012). The challenge to educators is to harness this
evolutionary educational platform while also adding value to the learning experience rather than
an inexpensive way to tack-on technology to the classroom. Although initial feedback from
schools has been positive, more research must be conducted in order to fully understand how
BYOD has affectsed student learning. Increasing the amount of data available will allow
educators to make informed decisions to change or modify BYOD usage strategies in order to
achieve greater cost efficiencies and student productivity. As society moves towards a
technology-assisted future, educators must prepare their students for productive lives in this
continually evolving environment. In order to achieve this goal, educators must meet the needs
of the individual student in order to provide society with productive citizens. BYOD is a
pathway to achieving that goal.

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By accomplishing this task, educators will not only meet the needs of the individual
student but will also provide society with productive citizens.

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26

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