BOYM(ONEY):

THE INEQUITY OF BYOD POLICIES FOR LOW INCOME STUDENTS

By
Kathleen Reilly

ED.893.550.91.SU16

Emerging Issues for Instructional Technology

On The Horizon Research Paper

July 2016

As part of the P21 Framework for 21st Century Learning, competencies in

Information, Media, and Technology Skills are considered essential for success in

our society (Framework for 21st Century Learning P21, n.d.). Because of this,

along with the implementation of Common Core, and technological advances,

schools have been pressured to teach students how to learn digitally. Many districts

have come up with different programs to meet the demand for technology in

schools. Unfortunately, the cost of technology can hinder the success of these

programs. Instead of providing for students, some districts are passing the payment

onto families, using a Bring Your Own Device, BYOD, program in which parents are

expected to fund the cost of a device for their student. BYOD will assist in widening

the academic achievement gap between the rich and the poor.

In 2010, Common Core State Standards were released in which assessments

were designed to be taken online, requiring students to be comfortable with using

and navigating digital resources(Sykora, C., 2104). Because of these changes to the

education system, schools needed to bring in new technology and instruct students

on how to use it. Our society relies heavily on the use of technology and computer

devices in our daily lives. In order to best prepare our students for the 21st century

work force, having devices readily accessible for each student is crucial for their

success. The use of technology in the classroom provides access to an abundance of

information and gives opportunity to collaborate and make individual

contributions on an unprecedented scale (Framework for 21st Century Learning

P21, n.d.). ISTE found that 1:1 programs, in which each student has their own

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device, showed educational gains for students in special education as well as

improved reading and writing skills in certain student populations (Sykora, C.,

2014). Due to this, many schools and districts are looking to implement a 1:1

program or a BYOD program. As recognized by the 2015 NMC Horizon Report, Bring

Your Own Device, BYOD, is becoming an increasingly popular digital strategy used

in schools worldwide. BYOD refers to the practice of people bringing their own

laptops, tablets, smartphones, or other mobile devices with them to the learning or

work environment (Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A., 2015).

The federal Elementary and Secondary Education Act (2016) is the nations

education law that shows a commitment to equal opportunity for all students. While

BYOD policy gives students the equal opportunity to bring in a device of their choice,

it is an inequitable solution for low-income students.

Using a BYOD policy is gaining popularity because it reflects the

contemporary lifestyle and way of working (Johnson, L., Adams Becker, S., Estrada,

V., & Freeman, A., 2015) of the 21st century. Businesses are allowing employees to

bring their own devices to work because many feel more comfortable working with

a device they are used to. Giving students access to practices used in the current

work force will undoubtedly provide advantages. Students may also wreak this

benefit of familiarity; however, how many students have that privilege? According

to the Horizon Report (2015), 43% of Pre-K through 12 grade students use a

smartphone. That means that the majority, 57% do not. Which students own these

smart phones? Typically, those in the upper-income and upper/middle-income

households. So where does this leave the kids in the low-income households?

Many schools are hoping to bring technology into the classroom without the

costly burden of purchasing a device for each student (Getting Started with BYOD,

2014). However, in doing so, the costly burden is then placed onto the parents,

who provide both the devices as well as the repair and maintenance costs

(Getting Started with BYOD, 2014). Through BYOD, the cost of an equal

education is shifted out of the hands of the providers and into the hands of parents.

While the cost of a device may not be an issue for the children in more affluent

families, those who are less fortunate are faced with an intimidating back to school

shopping list. Asking students to bring their own device places pressure on the

parents. Additionally, this opens the doors for embarrassment and bullying. Asking

students to bring their own will just continue to broaden the gap between low

income and upper/middle income students.

Although some school programs offer financial options, is this truly

equitable? Students that are using fundraising, recycled electronics, and refurbished

leasing options, are still being put at a disadvantage to the student who is getting a

new Mac Book Pro. Even with all of those options, most of the time the low-income

student is going to wind up with a substandard device. This substandard device is

not going to have the same capabilities and speed as the newer and more expensive

device. Providing a quality device to all students is the best solution for maintaining

equity for 21st century learners (Funding A BYOD Program, 2014).

The Clark County School District in Las Vegas, Nevada implemented a BYOD

policy. Students are required to get administration and teacher permission to use

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their device for instruction in the classroom. They claim that this opportunity will

help them remain competitive with their peers in the global marketplace (Clark

County School District, n.d.). Again, I ask: who is given this opportunity? Clark

County School District has 256 schools receiving Title 1 funding, and 96 of these

schools have over 80% of students receiving Free or Reduced Lunch (Clark County

School District, Title 1 Data 2015-2016). Low-income Clark County states in the key

points of their initiative: Schools need to ensure equity of access to instructional

activities. Students who do not have access to personal devices may be provided

with a District-owned device that meets the required functions in alignment with

the instructional activity (Clark County School District, n.d.). For true equity,

personal devices must be provided to each student, especially in districts similar to

Clark County.

A recent study by Qualcomm showed that low-income students test scores

increased by 30 percent after they were given smartphones to access more

information and instruction (Barseghian, 2013). This demonstrates the necessity of

investing in a 1:1 program, especially for low-income students to strive to close the

achievement gap. Through the use of Title 1 funds or grants, it is the school district

or Board of Educations responsibility to meet the needs of our 21st century learners

by giving them access to quality devices without putting an unfair burden on

families. It is the responsibility of the institutions that educate our students to

provide a quality education. Programs like BYOD pass that responsibility on to

families which further splits the divide of an equitable education between the lower

and upper income families. At this point, technology is such an integral part of

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todays society. Students need the same opportunities not equal, but equitable

and the BYOD program is not the solution

References:

Barseghian, T. (2013, March 13) For Low-Income Kids, Access to Devices Could

Be the Equalizer. Retrieved from

http://ww2.kqed.org/mindshift/2013/03/13/for-low-income-kids-access-

to-devices-could-be-the-equalizer/

BYOD Implementation Challenges (2014) [PDF Document]. Retrieved from

https://www.k12blueprint.com/sites/default/files/BYOD-Implementation-

Challenges.pdf

Clark County School District. (2015-2016). 2015-2016 Title I Schools.

Retrieved from https://ccsd.net/departments/title-i-services/title-i-schools

Clark County School District. (n.d.) Mobile Device Initiatives. Retrieved from

http://ccsd.net/district/mobile-device-initiatives/

Elementary and Secondary Education Act (2016, June 20). Retrieved from

http://www.k12.wa.us/ESEA/ESSA/default.aspx

Framework for 21st Century Learning P21. (n.d.). Retrieved from

http://www.p21.org/about-us/p21-framework

Getting Started with BYOD (2014)[PDF document]. Retrieved from

https://www.k12blueprint.com/sites/default/files/Getting-Started-

BYOD.pdf

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015) NMC Horizon

Reports: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.

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 Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-

EN.pdf (pp. 34-37).

Sykora, C. (2014, June 29). Intl. Society for Technology in Education Plan a

successful 1:1 technology initiative. Retrieved from

https://www.iste.org/explore/ArticleDetail?articleid=36