Chip Chase's List: Bring Your Own Device

• I would also like to see us simultaneously examine the overflowing examples of similar ‘inequities’ that we tolerate in our systems simply because those processes have been normalized in the hegemony of schooling.
• Here are some of the real reasons you shouldn’t do BYOD
• Your staff does not understand why or how someone might use personal technolog

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• thinking about devices not just in relation to what kids do with them in the classroom, but rather how they relate to the connection those devices represent for them in the real world.
• Context is the key.
   
  
   If I am processing audio, I want to be on a Mac. If I am tweeting on the bus, I want to be on a smartphone. If I am reading the news, I want to kick back with a tablet. If I am learning a new language, my iPod will do just fine.
• There is no "one device"
• So why do schools pretend they can provide it?
• between what we can provide and what the community can provide, we have a range of options for using devices to do what we need to.
• instead of trying to find the "device" or the "solution", we should step back and think about our role in schools to provide a range of computing experience
• difference between having a machine and having a lifestyle device.
• biggest potential failures of BYOD is thinking that kids can provide equity on their own.
• We need a range of devices to handle a range of problems and provide a range of opportunities.

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• Stager, who has been an advocate for one-to-one computing initiatives for about as long as the concept has been around, argues that by opting to support BYOD, schools are eschewing their responsibilities to provide students with equitable access to technology. Among his complaints: BYOD “enshrines inequality” by allowing affluent classmates to have better tools than others. Furthermore, it reduces the potential of computers in the classroom to the lowest
• Stager argues that that’s the pitch that educators must make, rather than simply relying on parents to fund the purchase of their children’s technology in the classroom.
• I think there’s a difference — one not just of technology but of pedagogy — between one-to-one programs and between crafting more lenient policies about which personal computing devices students are allowed to bring to school.
• How will we make sure that students with “inferior” devices don’t suffer?
• BYOD gives students an element of personal control and responsibility they don’t often feel with the equipment
• I think it’ll be a cellphone (a device that Stager views as vastly inferior to the laptop or netbook).
• How do we effectively bring technology into the classroom? How do we use it to enable learning, inquisitiveness, curiosity, problem-solving? How do we weigh schools’ desire for centralized control with the fact that these are personal computing devices? And, of course, how do we make sure that everyone — from school districts to families — can have access to high-quality technology and to high-speed Internet?

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• The effort to ban personal mobile technology is simply not cost-effective when you consider hidden costs such as human labor, the ongoing negative impact upon school culture and the prevention of effective learning in the 21st century.  
• True BYOD will never be a solution for schools that continue to focus on standardization of hardware and applications.
• BYOD does not proclude “targeted purchasing” of technology within a school

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• options for giving each student internet access 24/7, at school and home. In addition to 1:1 laptop programs, there are other mobile devices that are being used in schools
• Canby (OR) and Escondido (CA) School Districts

• districts might find creative ways—such as asking local businesses or community organizations for help
• creative ways—such as asking local businesses or community organizations for help—to provide devices in such instances, advocates of the trend say.
• teacher knowledge and practices and use of technology increased

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• manage student devices in the classroom.
• educators around the world are now grappling with using these devices educationally, and appropriating student attention in their devices for learning.
• have to develop in our students the skills to ‘turn off’ the social aspects of the device, and use it professionally.

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• Funding isn’t the issue.
• My argument is that if governments are going to invest funds in technology then they should invest in mobile learning devices instead and equipped schools with smart phones, iPods, iPads, and so forth
• majority of the populations worldwide have experience using mobile devices.
• Why not invest in technology that requires less training.
• the majority of governments won’t pay for professional development when investing in technologies for schools.

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• I have created a vision of what learning that incorporates and instructs about effective mobile device will look like, and though the bulk of this concept will form the final project for my Masters, here are the key points:

• as mobile and social technologies become ubiquitous, attempts to block them are increasingly ineffective. For example, in schools that prohibit cell phones, 54% of students still report sending texts during the school day (Lenhart, 2010).