Bring Your Own Device (BYOD) and Access to Technology for Immigrant Students
This article documents the anecdotal of the effects of Bring Your Own Device (BYOD) policies on the immigrant students. BYOD policies attempt to integrate technology into the learning process by allowing students to bring their own devices, mostly cellphones, and integrate them into parts of the curriculum. Despite the widespread adoption of personal devices by the general population, some teachers are concerned about the impact of unequal access on students—especially low income and immigrant students. In many cases BYOD policies are implemented in school districts with large immigrant populations with students speaking different languages and having differential access to technology. Concerns persist about the disadvantaged position that English language learners may occupy when placed in classrooms utilizing these learning practices, raising the question of whether not technology integration equally benefits all students. English learners who are newer to the language, for example, may be unable to participate in many tech infused activities that allow students to guide and create their own learning experiences. This article describes the difficulties that teachers and schools face in integrating technology that efficiently meets the needs of immigrant students into the classroom.
About this project
The Tomás Rivera Policy Institute, a university research center with the mission to address the challenges and opportunities of demographic diversity in the 21st century global city, has produced these featured digital publications using the USC Media Curator, an online publishing platform designed to bring together innovative research from across the University of Southern California and beyond. This project curates research relevant for immigrant service providers on the topics of Access & Use of Technology, Access & Use of Financial Services, Notario Fraud, and Driver's Licenses for the unauthorized.