TMCnet Feature
July 23, 2013

Mobile Technology Use Rapidly Growing with K-12 Students

By Steve Anderson, Contributing TMCnet Writer

If it's starting to seem like every child these days is toting a smartphone or a tablet, it's likely because many more of said children these days actually are. According to a recent survey produced by IESD, Inc., and backed up by STEM Market Impact LLC, the adoption rates of mobile technology for kids in K-12 schools are rapidly on the upswing, and are in turn having a substantial impact on the education market as a whole.

The survey, “The 2013 National Survey on Mobile Technology for K-12 Education – Business Edition,” offers a variety of insights into the changing face of the education market as relates to the mobile technology field. It was derived from the responses of more than 450 different technology and media leaders at the school district level. Among the points noted were things like app pricing (as in just what prices educators were willing to pay for apps) as well as the issues faced in bringing mobile technology to the classroom, current levels of adoption, some notes about the future technology in general faces, and even a little bit about the bring your own device (BYOD) concept that has been rapidly moving into the education system.

The clear winner in terms of adopted devices in K-12 districts is the iPad, with the Google (News - Alert) Chromebook making some significant inroads in terms of market share. What's more, districts that made tenuous adoptions last year—offering tech packages in a classroom or two—have often found the results sufficient to bolster that and bring in more classrooms and more students to the mix. The full report went on to discuss product development, as well as a pricing and marketing strategies useful on several different levels.

To some, the results of this survey may seem like something of a foregone conclusion. Of course technology is making its way into schools in increasing numbers; it's making its way into everywhere in increasing numbers, so why should schools prove different? In a general sense, the report doesn't say much that many didn't already know, but it's the specifics of the report that offer quite a bit of value for anyone watching the larger proceedings.

Technology in schools—whether part of the students' standard kit or part of the school's equipment loadout, or even both—is a rapidly changing part of life that's not likely to change in the direction of less of it overall, so it's a field that's very much worth watching to see where the developments go. Every passing year, every new model of hardware, and developments we can scarcely imagine as yet will likely provide fuel for the fire of change in the market, and in turn, produce a whole new set of points to watch.

Edited by Rachel Ramsey
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