Many students own technological devices, therefore these devices are being used more frequently and are brought to school thus enabling them to be used in the school learning environment. Implementing Bring your own device (BYOD) into education leads to successful learning outcomes if the following components are integrated into teaching they are professional development, accessible and supported learning environments, involvement of all stakeholders, security, school policy and a financial plan for sustainability (Stavert, 2014).
Successful digital education in schools can be accelerated by enhancing teachers professional development. Staff will develop new skills and knowledge of teaching that embrace digital education, and ﰨﰡﰆﰔﰋﰥﰂﰕﰁﰄﰆﰂﰁﰩﰋﰂﰍﰉﰎﰔﰖﰉﰌﰂﰈﰉﰊﰆﰋﰔﰋﰥﰂﰏﰁﰍﰉﰈﰃﰂﰩﰔﰈﰈﰂﰡﰉﰂﰔﰋﰇﰉﰥﰆﰊﰇﰉﰍﰂthe …show more content…
The Department of Education, NSW has endorsed a framework for digital citizenship which contains six domains; digital conduct, digital footprint, digital relationships, digital health and wellbeing, digital law and digital financial literacy, together with two themes based on cyber safety and bullying (Stavert, 2014). The acceptable use policy (AUP) assist schools who chose to implement BYOD by setting a standard on how students should and shouldn’t use their devices during school hours and educates them on theft and cyber bullying, when using technological devices (Mahon, 2014). To prevent inequity in a BYOD classroom, schools can provide financial support for those families who don’t have personal technology devices or provide access to school-owned technology, which becomes easier to access, if students with devices bring theirs to school. Mobile devices have become affordable due to their high demand in society (Stavert, 2014), that being said Madden, Lenhart, Duggan, Cortesi, & Gasser (2013) (as cited in Stavert, 2014) report that socioeconomic groups use their cell phones as a central point of access, more than those from high income and highly educated
Successful digital education in schools can be accelerated by enhancing teachers professional development. Staff will develop new skills and knowledge of teaching that embrace digital education, and ﰨﰡﰆﰔﰋﰥﰂﰕﰁﰄﰆﰂﰁﰩﰋﰂﰍﰉﰎﰔﰖﰉﰌﰂﰈﰉﰊﰆﰋﰔﰋﰥﰂﰏﰁﰍﰉﰈﰃﰂﰩﰔﰈﰈﰂﰡﰉﰂﰔﰋﰇﰉﰥﰆﰊﰇﰉﰍﰂthe …show more content…
The Department of Education, NSW has endorsed a framework for digital citizenship which contains six domains; digital conduct, digital footprint, digital relationships, digital health and wellbeing, digital law and digital financial literacy, together with two themes based on cyber safety and bullying (Stavert, 2014). The acceptable use policy (AUP) assist schools who chose to implement BYOD by setting a standard on how students should and shouldn’t use their devices during school hours and educates them on theft and cyber bullying, when using technological devices (Mahon, 2014). To prevent inequity in a BYOD classroom, schools can provide financial support for those families who don’t have personal technology devices or provide access to school-owned technology, which becomes easier to access, if students with devices bring theirs to school. Mobile devices have become affordable due to their high demand in society (Stavert, 2014), that being said Madden, Lenhart, Duggan, Cortesi, & Gasser (2013) (as cited in Stavert, 2014) report that socioeconomic groups use their cell phones as a central point of access, more than those from high income and highly educated