Bring Your Own Device (BYOD) in Higher Education

 When students first gained access to computers, it was typically through physical computer labs provided by the educational institutions, where classes took turns using the technology.  As computers have evolved into more mobile devices, most higher education institutions have shifted to a “Bring Your Own Device” (BYOD) policy, where students are expected to own laptops, tablets and mobile phone and use them actively in the classroom.

Integrating student’s devices in the classroom can lead to a more student-centred learning experience where students spend more time in active exploration and inquiry rather than receiving direct instruction from their professor (Cheng, 2022). However, it is important to also consider the barriers that students may face due to BYOD policies.

 

For example, at Ontario Tech University, students not only expected to bring their own the devices, the university also provides a list of appropriate devices with available links to purchase them (Ontario Tech University, n.d.). However, the school does not link to any resources for students who may not have the means to purchase the appropriate devices, or may already own devices that do not match the specifications requested by the school. This presents the biggest pitfall of the BYOD ethos: students who do not have the means to procure appropriate technology, may be left behind.

This gap can also be seen in Ontario’s Student Assistance Program (OSAP), which provides financial aid to students in Ontario through grants and loans. The loans are meant to pay for textbooks, tuition and living expenses; however, the technology required to fulsomely access courses is not included in the aid calculation (Government of Ontario, 2022).

As educators, it is crucial to be aware that our students will have different levels of access to technology both financially and in terms of ability. As BYOD has become default at many institutions, we should step back and consider how it impacts the students in our classrooms and how we can ensure that it gives all students the best opportunity for success.

References

 

Cheng, G. (2022). Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom. The Internet and Higher Education, 54, 100854. https://doi.org/10.1016/j.iheduc.2022.100854

Government of Ontario. (2022). Learn about OSAP. From http://www.ontario.ca/page/learn-about-osap

 Ontario Tech University (n.d.) Suggested Devices (2022-23). From https://itsc.ontariotechu.ca/tele/suggested-devices.php