'What are the benefits for my learners?’ As with anything new we try in the classroom, this should be our first thought. For a BYOD model, some positives are -

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Availability                      

In contrast to having to go to the computer lab to use technology, most learners have their own devices that they can access and use quickly whenever needed. There is no need to wait for a computer to start up or to train learners in how to use their own smartphone – they already know how.

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Authenticity            

Using a smartphone is part of everyday life now, so using them in a lesson helps connect the inside of the classroom with what is happening outside. Communication using this medium is not just theoretical; it is authentic and practical.

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Learner centred learning  

Each learner has the opportunity to proceed at their own pace, working with information that has personal relevance. Instead of having a traditional teacher-fronted class, the focus can be on learners working in groups and communicating in a very real way with each other. The teacher is then able to move into the role of facilitator, which allows learners to take a step towards greater autonomy.

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Motivation                          

Of course, when using anything new in the classroom, there is an initial spurt in motivation due to the novelty effect. However, DYOD also offers increased motivation in the long term. Materials available online tend to be up-to-date and can be used to bring course book material to life. As learners use their own devices, they have more opportunity to ‘own’ their learning as well. This personalization can improve engagement in class, develop learner autonomy and overall satisfaction.

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Despite all the benefits, there may be some challenges when moving towards a BYOD model. Some of these issues, with possible solutions, include -

 

No (good) WiFi connection

Not having a reliable WiFi connection in an institution means that learners have to use their own internet connection. In some countries, learners have affordable internet flatrates, but this is not always the case. Not having the internet  will limit the access students have to up-to-date information but does not rule out other smartphone functions, e.g. the camera, video, voice recorder, off-line apps.

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Learners don't have smartphones

According to the PEW research center, smartphone ownership in the USA was at 72% in Spring 2015, with the highest rates of ownership being among people in the 18-34 age range. Similar results are given for other developed countries. As this trend shows no sign of decreasing, we can safely assume the majority of each class will be smartphone owners. However, if it is the case that learners do not have their own device, in terms of maximizing communication, it is also beneficial to share them. 

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Learner phones don't work or are out of battery

This is a modern version of learners fogetting their books. The first step is to make sure learners are aware in advance that they need to bring their devices in and have them fully charged. You could also make sure you have a spare charger handy, just in case. And, as mentioned before, learners can always share devices.

Insufficient data storage capacity

There are many solutions to storage issues, for example, using a file hosting service such as Dropbox or simply sending information in an email.

 

Small screen size causes eye strain

As mobile technology should be used only for part of a lesson, it is unlikely that this will be much of an issue. Also, a current trend in smartphones is larger screen sizes.

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Smartphone addiction, social media addiction and distractions

It is a fact that smartphone addiction is real. It is easy to to down the rabbit hole of checking social media and emails rather than focussing on the task. To avoid this, a good idea is to require notifications to be switched off in class and phones to be switched into airplane mode. Also, giving a clearly defined task to complete within a set time frame reduces the temptation to go off task. To find out more, see Getting Started

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Information overload

There is, undoubtedly, a lot of information available online. Our job is to guide learners towards the information they need and enable learners to develop the ability to pick what is most appropriate for the task in hand. To find out more, see Getting Started

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Mobile learning is not seen as ‘real’ learning”

Naturally, for learners who have previously been told to put their devices away during class, it may come as a surprise to be told to take them out of their bags and pockets. Therefore, as with any new teaching ideas, it is important to have a principled approach to using mobile devices in the classroom and so make sure that mobile learning does indeed equate to 'real learning'. To find out more, see Getting Started

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To find out more - 

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• See this article on Scott Thornbury's blog, where he discusses the cons of technology in class.

• Have a look at this article by Nicky Hockly, a supporter of mobile learning