In recent times, it is nearly becoming conventional for schools to allow students to carry their own computers to school instead of simply relying on the school computers (Cochrane et al., 2014). This development is what has led to the so-called BYOD/BYOT trend, which entails allowing learners to carry their personal devices to school, to connect them to the school network and to use them in classes (Centre for Digital Education, 2011). There is a wide range of digital tools that learners can bring to school, including but not limited to smartphones, laptops, e-readers, netbooks, tablets, as well as PDAs and gaming gadgets. Issues in Public discourses concerning BYODIndicatively, the BYOD trend is catching up so fast in many schools, particularly because it presents the most cost-effective strategy towards achieving one-one computing as well as reaping the gains of educational technologies or mobile learning. This trend appeals to many other schools (Kyoko, 2015), especially in the context of limited finances and thoroughly constrained educational budgets. For that matter, the BYOD option provides options for learners (Ray 2012), and saves on costs of providing educational technologies to students since it is cheaper and affordable. Besides the financial cost argument, plenty of other issues have been cited in the BYOD discourse, including the view that in today’s technologically advanced society, technological devices such as smartphones and laptops are inevitably at the core of the student’s life. The argument is that since all sorts of technological devices have been weaved into the fabric of society and are an integral part of the social and even professional life of individuals in society, their being banned in school does more harm than good. Consequently, the BYOD trend effectively aligns the school system to societal life thereby familiarizing learners with digital tools that are utilized in society (Kyoko, 2015).
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