The role of technology in higher education has rapidly changed over the past decade. Projectors and slides have long been confined to the dustbin, and even long-touted smartboards are now outdated.
Many universities are adapting new policies around technology use and distribution in addition to adapting new devices. One common set of guidelines is a BYOD, or “Bring Your Own Device,” policy, where students and faculty use university software on their own devices.
If your educational institution is thinking of adopting BYOD guidelines for classroom technology, here are a few ways that this decision will shape the education process.
Classroom Technology Applications Mimic Real-Life Use
One of the benefits of BYOD guidelines in the classroom is that they prepare students for real-world applications of the technologies they use in class.
Most businesses give employees their own devices to use for work rather than expecting them to sign into a computer lab. Encouraging students (and faculty) to use their own devices replicates real-life conditions. Since one of the primary goals of universities is to prepare students for their careers, treating students like adults who can use software on their own devices prepares them for the workforce.
Allowing students to use their own devices helps them better prepare for actually using those programs in real-world applications. Regardless of the type of BYOD plan your university uses, this gives students the freedom to explore a software program on their own time beyond completing classroom assignments. That way, they get an in-depth understanding of how to use a program that will be useful to them in their careers.
BYOD access is particularly important in fields of study where graduates will use certain technical programs after finishing their degrees, such as architecture and engineering. Accessing software on their own devices prepares students to use a vital program in a technological environment that they’re already familiar with.
BYOD Guidelines Enable More Dynamic Use of Technology
Previously, professors who wanted to incorporate technology into their syllabi needed to think about logistical limits within the university itself. They were dependent on computer lab access or a limited number of classroom laptops, usually shared with other classes.
Students would have to fight for computer access to complete assignments. To avoid inconveniencing students, professors would incorporate fewer opportunities for hands-on learning with industry-relevant software programs, knowing that it would be difficult to secure enough lab hours for a class to complete their assignments.
Students are also able to use technology in dynamic conditions that mimic real-world constraints. Rather than learning how to use lab computers and a new program at the same time, they can learn a new program in familiar conditions. Even if the BYOD specifications require on-campus usage rather than off-campus access, students can organize their own time freely. This is more helpful than requiring physical lab access, especially for students who work.
With BYOD policies, professors and students alike are no longer subject to logistical constraints around technology use. Professors can freely assign tasks related to software programs and encourage students to explore certain programs on their own time, knowing that there will be no barriers in their ability to complete the task.
BYOD Guidelines May Worsen Existing Classroom Inequalities
Not all of the ways that BYOD guidelines shape classroom technology use are positive. Requiring students to use their own devices may worsen existing classroom inequalities.
Equality watchdogs have already warned about the way that overreliance on technology in education increases inequality in the classroom. Not all students have access to the same quality technology or to devices at all. Family income is already a huge predictor of educational achievement, and some technology policies just entrench that difference.
The problem with BYOD policies is that not all students (or even all professors) have their own devices, or have devices that are able to run the latest software. An older laptop will not run the latest version of software, making it difficult or impossible for a student to complete assignments to the same level of excellence that a peer with the latest computer can.
If your institution is incorporating BYOD guidelines into your IT policy, have a contingency plan to protect against institutional inequality. This can look like still providing lab access to computers equipped with the necessary software or providing devices for students who demonstrate financial need.
Using BYOD Policies for a Fair, Advanced Classroom
Switching to BYOD licensing for educational software will change how your institution uses technology in education. BYOD policies make classroom technology use more dynamic and closer to real-world applications, but risk putting more strain on IT teams and lower-income students.
If your institution is thinking about applying BYOD guidelines, think about the effects on your classroom and consult with an education technology expert to guide you through the transition.
