Bring Students & DYOD: Addressing Key Issues Before Implementation Paper

While Bring students readily welcome your Device (DYOD) within the college, there are several concerns on usage and other ethical considerations that need to be addressed before the actual implementation. The letter addresses the key issues identified, which may negatively affect the overall performance and the well-being of the students or potential students within the institutions.

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Seneca College is dedicated to providing equal education opportunities across the various students enrolled or enrolling in different programs. Therefore, the implementation of BYOD within the college must address the equality aspect and promote overall compliance with university standards for information dissemination. Firstly, BYOD will result in equipment inequality, in a case where every individual is expected to bring their own devices, there are high chances that there will be notable variations in terms of quality and performance speed. Therefore, the immediate challenge will be in consisted of experience across the students.

Secondly, device variations may bring Tech support issues (Afreen, 2018). Therefore, students are likely to experience learning lagging experiences as they try to adapt to an environment where the instructors spend considerable time helping other students troubleshoot their computers. The main cause of this problem is the fact that different devices share different configuration settings. Therefore, considerable teaching time is lost, trying to aide students in achieving the same learning environment variables.

Thirdly, there are possible issues of Bring Your Distraction, and potential cases of mine are better than Yours (MBTY) Syndrome. When the use of devices is allowed in a classroom setup, students are likely to cause constraint distractions from the use of social media content such as gaming or other content, which may potentially affect the learning rate within the institution. The distraction caused by devices may lead to a significant decline in student’s concentration rate on learning content. Consequently, due to the difference in devices, there are possible causes of MBTY perception across the students (Hayes & Kotwica, 2019). Students with low-quality devices are likely to feel being disadvantaged, hence division between different social classes within the classroom setup.

Conclusion

To overcome challenges related to Bring Your Device implementations, the institution should consider standardizing the kind of devices. Students are expected to bring. By ensuring all devices brought in the class share the same characteristics, the same learning phase is expected across the students. The institution should also set a rule governing the use of the devices within the classroom to avoid any potential distractions related to devising usage. Finally, leveraging the device quality of curb MBTY cases should be incorporated in the model to achieve maximum performance compliance.

References

Afreen, R. (2018). Bring your own device (BYOD) in higher education: Opportunities and challenges. International Journal of Emerging Trends & Technology in Computer Science, 3(1), 233-236. https://www.researchgate.net/profile/Rahat_Siddiqui/publication/261136229_Bring_Your_Own_Device_BYOD_in_Higher_Education_Opportunities_and_Challenges/links/54e2dc520cf296663797c13d.pdf

Hayes, B., & Kotwica, K. (2019). Bring your own device (BYOD) to work: Trend report. Newnes. https://books.google.com/books?hl=en&lr=&id=KfrwnQkqzhgC&oi=fnd&pg=PP1&dq=challenges+associate+with+BYOD&ots=XYvGcMCRIn&sig=yL7biOP7l_tx0ffNEk9VL8IhVJs