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Students who were raised in Australia’s education system at the beginning of this millennium would be well versed in Windows (put a link), with most schools integrating desktop computers into special “Information Technology” classrooms. At the time (2000) there were no mobile computer devices (Tablets, Smartphones) and laptops were far and few between. Windows dominated the operating system market with a commanding ninety-seven percent market share. (Redmond, 2014 – Website https://redmondmag.com/articles/2014/07/14/windows-use-at-14-percent.aspx) However, in the last fifteen years the operating system Windows has dropped to 14 percent market share, due mostly to the rise of tablets and smartphones, and with the removal of tablets and smart phones Windows only commands fifty percent market share(Same article reference).

The rise of the “i-Device” (iPad, iPhone) was swift, with the iPad’s launch only five years ago in 2010 it rose to a dominating position within the tablet market in 2013, having a fifty-two percent market share. Yet again though, a trend appears, and by 2015 the “i-Devices” only accounted for thirteen percent of mobile devices.

It is apparent that there are obvious trends within digital technologies, that there will be a high uptake and high use for a short period but the next wave of revolutionary digital technology will come along and claim the prize of digital emperor. This raises a flurry of questions (most of which have been researched); Do we move on from Windows to i-Devices? Do we stay with Windows? Do we use only laptops? Do we use both laptops and i-Devices? Do we abandon technology within classrooms (PUT LINK HERE)?

The dramatic drop in usage rates and constantly shifting digital device trends leaves the field of education in a precarious situation in which technology to invest in.

At its current state, digital technology integration has three major options; 1) One-to-one laptops, 2) one-to-one iPads, or 3) bring your own device (BYOD). One-to-one policies, referring to one laptop per student and teacher, were introduced using laptop devices and later some schools integrated iPads as an alternative. BYOD policies

One to one policies repeatedly report increased student engagement and activity within learning. Eighty percent of teachers in a Massachusetts laptop program and seventy perfect from a Maine laptop program both reported that the program helped them “more effectively meet their curriculum goals and differentiate learning to meet particular student needs” (Silvernail & Lane, 2004).

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