ABSTRACT
Frequency of use of digital technologies overall was dependent on school policy, access to technology, and teachers' practices. School ownership of mobile device more generally has not kept pace with the innovation projects, and there is unease around the Bring Your Own Device (BYOD) model due not least to the variation in the technology and the problems of providing meaningful access to wireless networking. The Organization for Economic Cooperation and Development (OECD) has also taken an interest and attempted comparative reviews of work across member countries where personal devices have been supplied to learners and teachers. Teacher continuing professional development (CPD) must include basic operation of the device on its own and with a network and offer clear examples of effective use within the classroom. The small size and the potential for personalisation that ownership made possible meant that many learners developed a strong and intimate relationship with this learning tool.
