Over recent years we have seen technology simultaneously increase in power and decrease in size. Many of us now take for granted personal access to sophisticated mobile devices which combine the functions of a phone, e-mail client, web browser, GPS, still and video camera, audio recorder, augmented reality browser and music player, providing access to technology which a few years ago would have been exceptional in even the most well equipped schools. Whilst a number of schools have chosen to provide or allow access to such devices for pupils, a more common response appears to be to prohibit pupils from using any similar technology which they own whilst on school premises. Nevertheless, handheld, portable devices such as digital cameras, ‘Flip’ video cameras, digital ‘dictaphones’ or GPS trackers are finding a place as part of a school’s ICT resources, opening up exciting possibilities for the use of technology to enhance learning beyond the classroom on field visits. We look at a number of the devices available, considering their relative strengths and weaknesses as well as exploring some of the practical issues associated with their use. We look at some examples of their deployment in primary schools. You undertake some practical work on site, documenting this online. We consider issues raised by pupils’ access to personal technology and you draft appropriate guidelines for the use of such devices.

1. 4. Mobile Technology
Leading Learning in ICT
Miles Berry
15 October 2012

2. Handheld Devices

3. Smart Phones

4. iPod Touch / Firefox OS

5. Tablets

6. Apple case studies
• Cedars School
• Flitch Green
• Bowes School
• Riverdale
• St Aidans
• Malpas Church Junior
• Burnt Oak

10. Why schools don‟t need ICT
Our schools are now a desert swept with the winds of yesterday's technology;
meanwhile our students can be found drinking from an oasis of smartphones, smart
apps and smart interfaces. They have answers to questions we haven't even dared
to ask. They outsmart us at every turn.
Teenagers upgrade their mobile phone every 12 months. Even the socially
disadvantaged are one step ahead of their school's ICT. That's not a problem.
That's a huge opportunity schools should grasp. It's an opportunity to save money
and upgrade our thinking about ICT.
Even last year's smartphone will operate as a calculator. And a book reader. It will
translate the Bible from the original Hebrew and can differentiate Sin(x). It can
pinpoint both the Battle of Hastings and the Belt of Orion. It will act as a word
processor, a piano and a spirit level. Not bad for a bit of kit that your school didn't
purchase and doesn't maintain.
Schools don't need ICT. It's coming through our doors every day. We just need to
adopt and adapt a little bit.
Yorston, 2010

11. Ofcom, 2010

12. BYOT
“The market is a far better judge of the appropriate
personal digital technology than any group of „ICT
experts‟”
• Technology is chosen by the student and/or family
• Personalisation of teaching and learning in and out of
school
• In-school technology use is an extension of students'
existing technology use
• Respect for student ownership of technology and
information stored on it
Lee, 2012

13. BYO?
Draft guidelines for a school which wished to permit
pupils‟ use of their own personal devices