Modern devices and software offer many educational benefits, with Australian schools opting to take advantage of the mobility that new technology can provide. We haven’t quite landed on an ideal setting that includes equal access to devices for students across Australian schools. In 2007, Kevin Rudd jumped straight into the deep end, when he proposed a scheme for all high school students to receive a laptop. The cost and maintenance of this program was well overlooked, with students consistently having issues with laptop functionality, placing greater strain on schools and government funding (Wright, 2013). Six years down the track, Australian education communities are trying to come up with their own systems for equipping students with devices, which begin to raise concerns of access and equity.
Following Rudd’s unsuccessful laptop scheme, the Department of Education has introduced a new policy for high school students, BYOD – “Bring Your Own Device” (Smith, 2014). Many schools have adapted this new policy in various ways, with some requesting that all students must have the same operating system (e.g. students can only bring in devices manufactured by Apple). While it may be more convenient for schools to run and maintain appropriate software and Wi-fi access for one operating system, it places financial strain on families. However, schools that have an open BYOD policy then struggle to ensure the quality of resources among students, as there may be gaps between devices functionality. Additional limitations include a school’s location and socio economic rating. There is also concern that too much technology can hinder the significance of interpersonal communication and cognitive function, being a major distraction for students. High school curriculums are undergoing a dramatic transition, being consistently challenged by the tendency of IT models in learning and teaching (Foo, 2013). Devices aid learning for students, whom can also help teachers with modern technologies – ultimately, we need to create an educational infrastructure that can achieve a balance in access, as well as usage.
Foo, F 2013, Schools Make a Move to BYOD, The Australian, weblog post, 7 May, viewed 11 April 2014, <http://www.theaustralian.com.au/technology/schools-make-a-move-to-byod/story-e6frganx-1226636277661>
Smith, A 2014, It’s BYO Laptop now as Schools End Free Program, Sydney Morning Herald, weblog post, 21 February, viewed 11 April 2014, <http://www.smh.com.au/national/education/end-of-free-laptop-program-means-its-byo-device-now-for-many-high-school-students-20140220-334bz.html>
Wright, J 2013, Computer Cash in Lap of Chaos, Sydney Morning Herald, weblog post, 3 February, viewed 11 April 2014, <http://www.smh.com.au/digital-life/computers/computer-cash-in-lap-of-chaos-20130203-2dr65.html>