The promises, results and pitfalls associated with technology in learning institutions have been researched, documented and discussed for several years. Technology is shaping the education system in many ways, especially with regards to the use of electronic devices. What researchers have realized is that the effectiveness and range of technology use in augmenting the learning processes varies remarkably depending on the type of software and tools used, extent to which students are interested in their use, the context in which they are used, and commitment of schools and campuses to support them.
Similarly, whether such devices overwhelm the network or reliably aid the learning process is a subject of current debate (Wang et al., 2014). The changing nature of society means technology has taken the center stage, and its application is pervasive. The idea of leveraging wireless and network devices in campus emanate from the need to control and optimize the use of school networks for learning purposes. Presently, many learners come to school with personal devices, which access the internet. It inspires the need to provide more internet services than would have been the case when, for instance, the campus offers one device for every student.
The concept of leveraging means maximizing the use of a device. In this research, it is realized and appreciated that many students own hand-held devices and bring them to school. The fact that these devices are personal properties means the owner has complete control over their use and access to the internet. It is the school’s responsibility, therefore, to provide connectivity and network services that satisfy demands of all devices within the campus (Born, 2013).
Over the past few years, handheld mobile devices and laptops have become affordable and provide users with 24/7 access to resources, ideas, communities and people (Wang et al., 2014). The capability of technological devices cannot be underestimated. These devices are largely categorized into six major classifications. The first is laptop computers, which include portable computer devices usable with or without the internet services. Secondly, netbook computers are portable computers that are more efficient when there is the internet connection. Further, smartphones or handheld devices are characterized by mobile technology, and some of them blur the connection between cellular networks and the internet. On the other hand, tablet computers exist along the continuum from large-size computers to laptop-like computers (Wang et al., 2014). They include Android tablets and iPad, among others. Finally, there are e-book readers and audio MP3 players all of which are devices that are useful in the learning environment. As personal devices, individuals have sole control over their use, and some of these devices overwhelm a network, especially when there is no control of the bandwidth.
The reality, however, is that these devices have changed the landscape of learning, especially the web-based resources and tools. Learners currently have, at their disposal, unlimited access to digital resources, contents, databases, experts and communities and other resources. In effect, effective leveraging of such resources enables school authorities to improve students’ learning and enhance their digital literacy. These devices are a major boost to the learning process and improve virtually every aspect of education. It is a major concern for schools to leverage devices and ensure their use is optimized to enhance efficiency on campus. Freedom to use one’s device for whichever purpose an individual pleases increases their effectiveness. In so doing, the school’s intervention should just be seen in leveraging these wireless and devices within the campus.
The concept of Bring Your Own Device (BYOD) forms the basis of this research project. It involves students coming to campus with own devices that supplement the learning process. It is a concept which arose from research that explored the possibility of improving learning with own devices in schools (Alberta, 2011). One’s own device is just as the name suggests- personal. As such, the owner time, energy and thought to customize the device, so it meets learning demands. In essence, the student is quite proficient with the device and optimally uses it anywhere to make learning more productive. Therefore, these devices, in the hands of every student, bring endless learning opportunities that bridge the informal and formal learning outside schools and classrooms. For instance, laptop computers are usable anywhere with or without the internet (Hayes & Kotwica, 2013).
In effect, they are devices that can keep a student busy when outside classrooms and hinder engagement in unwanted activities. As previously stated, the types of handheld devices that a student can bring to school under the BYOD model are netbooks, laptops, smartphones, tablets, MP3 players, and e-book readers (Alberta, 2011). These are personal devices which imply that the owner has complete control over their usage. The school is mandated to ensure success with the use of these devices. Undoubtedly, failure to monitor their use leads to misuse, especially for social media purposes.
In essence, one may ask whether it is possible to achieve similar levels of success with school-owned devices. Hence, the answer lies in the major differences between personal and school-owned devices. The BYOD model identifies five major differences between personal and school-owned devices. First is the concept of familiarity and ease of use of a given device; undoubtedly, devices owned by students are customized with specific applications that meet individual needs (Alberta, 2011). The use of such a device in school only enhances students’ understanding of the device. The same cannot be said for school-owned devices, which are standardized with specific applications that are not relevant to students’ needs. A personally-owned device used in school becomes another learning tool for students.
Some schools have realized that when many devices are used in classrooms, teachers understand that students are different hence do not force them to adopt a single application. The ability to understand individual needs is an essential component in realizing the best from mobile devices. As a result, teachers concentrate on individual students and what the learner intends to achieve with his or her device. For personal devices to be effectively used, learners and teachers must learn to use and manage them (Wang et al., 2014). They are not in any way different from school-owned devices, save for customized applications and ownership.
Another difference between school-owned and personal devices lies in their ability to bridge the gap between informal and formal learning. It follows that when a student uses the same device at home and in school, he can switch from the personal use of the device to learning anytime anywhere. It is not the case with school-owned devices that are only accessed at specific times. This seamless switch between learning is enhanced by the need for personal devices. Handheld devices allow learning activity 24/7 and at the student’s convenience.
Co-construction of knowledge through social learning is possible with the help of personally-owned devices. Research shows that learners gain more when they actively cooperate and collaborate with teachers, peers and other experts (Hayes & Kotwica, 2013). The learning process is more interactive, which enhances positive learning outcomes. Undoubtedly, one of the major uses of personal devices is for social collaboration after school to catch up with class activities and colleagues. Even though such collaborations could be done with home computers, it is more convenient when students use the same computer in and outside school. As mentioned, it allows a linkage between formal and informal learning process, which makes the learning more effective (Hayes & Kotwica, 2013). In most cases, this collaboration facilitates access to files, work in progress and processes located on the school’s servers. It implies that the use of devices for social learning requires a flexible and easy to use interface for threaded conversations, chats, and file exchanges. With such facilities in place, teachers and learners learn how to work online collaborating with one another. Further, teachers learn ways by which they re-design instructions, lessons and assessment to meet students’ needs.
Most notably, the impetus of leveraging devices and wireless networks usually come with the potential of cost-saving. Many schools are faced with insufficient budgets to provide enough devices and facilities hence inspire students to bring own devices to school. In fact, BOYD models are highly considered in modern-day learning institutions (Alberta, 2011). Nonetheless, there is a little reduction in cost as the majority of cost is re-channeled to maintaining a more robust network that supports all devices. As a result, with similar investments, students’ access to the school’s network resources is highly increased. There is a shift from investment in computer devices to investment in network infrastructure, which implies improved access.
On a different perspective, the prospect of handling tens and thousands of devices make many networks buckle. Network design comes with specifications on maximum number of devices that can be effectively supported with sufficient bandwidth. The BYOD concept, however, removes restrictions on number of devices, which means a network supports more than was intended. At different universities and colleges in the country, IT directors are exhausting their budgets to effectively maintain their networks (Alberta, 2011). At the same time, network congestion threatens to overwhelm the schools’ online traffic. Empty a student’s bag and one is likely to find a laptop and smartphone, sometimes a tablet. Further, students may have wired a gaming console or two back in their dorms.
It is imperative to note that students could bring twice as many devices to school if wearable computers are introduced into the market. As a result, device explosion is an important research area. It is no coincidence that the Educause IT Issue Panel named it as number one issue in the 2013 issue. Device explosion affects internet speed in various ways. Inspired by the internet speed back at home, students come to school expecting similar standards but are greatly disappointed. It is a different case when one device uses the network and when thousands of devices access the same network. The shift in network performance has taken some learning institutions by surprise. Some schools have gone from being marking schemes in internet provision to strugglers in findings more places where students can access the internet. Most significant to note is that this arises from device explosion in schools. Many IT departments in schools are yet to understand the scale of campus-wide network management (Born, 2013).
Efforts to leverage wireless and devices on the school’s network require certain considerations. Students bring a wide range of devices to schools, which may not access the school network appropriately. One major dilemma here is whether schools should use customized mobile application in designing web resources. It also involves considering whether web pages and web resources are easily accessible by any device within the school. It follows that the school’s web resources should be accessible in mobile devices without problems. Another consideration is the security implication of ubiquitous access to the school’s web resources. The above considerations are important before schools leverage wireless and devices on their networks. The primary purpose is to ensure uniform access to web resources and the network using whichever device a student has.
There are cases when a learning institution gives every student his or her device. Leveraging the wireless and device explosion in campus means the school should reconsider giving every student a device. It is probably because leveraging considers other mobile devices other than the school’s, which access the internet at different points within the school. The need to maximize the use of wireless networks within the school through customized mobile applications implies the school can withdraw from giving every student a device.
The present-day generation of learners is like no other. Technology has transformed life in remarkable ways, especially with the inception of mobile devices and handheld computers. Students have their digital devices at all places and need an ever-present connectivity. In effect, BYOD and leveraging are inevitable (Alberta, 2011). The school authorities are going to come across a wave of devices wanting to use the school network whether they like it or not. The society changes a lot, and the education sector ought to change with it. The major question is whether schools will embrace this inevitable change regarding the use of own devices within the school network. It is imperative to note that the idea of personal devices in schools is unavoidable, and it comes with many benefits.
In addition, there are concerns on pedagogies that completely leverage devices for learning and teaching. Here, schools consider types of professional development that assist teachers in leveraging these pedagogies. In essence, it is fruitless to leverage personally-owned devices and wireless networks when teachers lack professional preparation to use them. Since it purposes to enhance social learning, it is important to have teachers involved just as much as students. The effective use of the digital content in these devices is also questionable. Even though learners have these devices with them everywhere, how they use digital content within the institutions is still an issue of high concern. It is one of the major worries in leveraging of devices. Finally, there is the need for adequate infrastructure to support leveraging of wireless and device explosion in the campus.
There are several vital considerations in leveraging personally-owned devices and wireless networks. First, the idea of whether the student will be ready to learn using these devices takes the center stage. It can be that the school leverages wireless and device explosion, but students are unwilling to use them for learning. Most significant to note is the effects social media has on young people. It is hard to resist the temptation to check on social media sites at the expense of school’s internet resources.
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