The integration of technology into classroom practice is not new (see Bigum, 2012; Cox, 2012; Roblyer & Doering, 2014), however it becomes a policy priority due to the allocation of federal funds to improve technology infrastructure in schools and the implementation of the National Broadband Network (NBN) (see DEEWR, 2011 and COA, 2014).
Noting the increasing affordability of personal devices and the planned cessation of federal funding for the Labor government’s 1:1 laptop program in 2014, a 2013 report by the federal government’s Digital Education Advisory Group (DEAG) urges schools to consider introducing ‘Bring Your Own Device’ (BYOD) programs to fill the funding gap (DEAG, 2013).
BYOD programs encourage the integration of technology that students own – or rather are instructed by schools to buy – into classroom practice (Pepper, 2017).
What could possibly go wrong?
Commonwealth of Australia (COA). (2014). Telecommunications Regulatory and Structural Reform. Retrieved from: https://www.communications.gov.au/sites/g/files/net301/f/Telecommunications%20Regulatory%20and%20Structural%20Reform%20Paper.pdf
Department of Education Employment and Workplace Relations (DEEWR). (2011). National Partnership Agreement on the Digital Education Revolution. Retrieved from:
Pepper, F. January, 2017. Parents upset with requirements to buy tablets and laptops for primary school children. ABC Radio Melbourne. Retrieved from: http://www.abc.net.au/news/2017-01-16/bring-your-own-device-requirements-for-primary-schools-debate/8184520
Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.