Empowering Learning with BYOD
ebook: empowering learning with byodaBstract
Bring Your Own Device, or BYOD, is the simple idea that young people and
school staff are allowed to bring their own Internet-enabled device into school
and use it to help them work, learn and (if appropriate) socialize.
However, for what may seem like such a simple idea there are a lot of barriers
(organizational, pedagogical, technical and cultural) that will need to be
overcome to ensure the success of BYOD in schools.
This ebook discusses some of the key issues and themes of a successful BYOD
deployment.
page 2 page 2 cOntEnts intrODuctiOn...3 #1 - what is BYOD?...4 #2 - BYOD mODELs...6 #3 - pOLicY cOnsiDEratiOns...8 #4 - fOcus On pEDagOgY...9 #5 - DigitaL cOntEnt...12
#6 - accEss anD infrastructurE...14
intrODuctiOn
Have you ever thought about what happens to the computers in school between 4pm and 8am Monday to Friday? At the weekends? Or over the twelve weeks of the year when the school is shut for the holidays? Have you ever thought about what happens to computers in your house when you are at work or when your children are at school?
The answer is simple – nothing happens. Apart from the occasional automated update, the computer is left unused and redundant.
The situation is ironic as schools these days constantly need more ICT equipment (in particular hardware) to help students learn and create digital content. Many students also sit there with powerful little computers in their pockets (their phones) which often must remain switched off during the school day – yet in times of austerity the school is willing to spend valuable resources on calculators and digital cameras.
Bring Your Own Device, or BYOD, is the simple idea that young people and school staff are allowed to bring their own Internet-enabled device into school and use it to help them work, learn and (if appropriate) socialize.
The impact of this very simple concept is three-fold:
• Firstly, it increases the amount of devices in schools that can be used to enhance learning.
• Secondly, it avoids unnecessary spend on hardware resources and this finance can then be re-directed to other areas of ICT development within the school.
• Thirdly, it avoids the ‘doubling’ or sometimes ‘tripling’ up on devices where a computer is redundant for much of the day because it is either at school, at home or hidden in your pocket.
However, for what may seem like such a simple idea there are a lot of barriers (organizational, pedagogical, technical and cultural) that will need to be overcome to ensure the success of BYOD in schools.
This ebook discusses some of the key issues and themes of a successful BYOD deployment.
BYOD increases the
number of devices for
learning in schools,
allows school finances to
be redirected elsewhere
and avoids equipment
page 4 page 4
#1 - what is BYOD?
Bring Your Own Device or BYOD is the simple idea that young people and school staff are allowed to bring their own Internet-enabled device into school and use it to help them work, learn and (if appropriate) socialize.
1. The Device
By its very definition BYOD includes a variety of devices and should not be confined to just laptop computers, tablets or smartphone technology.
BYOD may include the following:
• Laptop computers - portable computers that can be used with or without the Internet (e.g.
Apple MacBook Pro).
• Netbook computers - portable computers that gain most of their functionality through the
Internet (e.g. Google Chromebook).
• Smartphones – these continue to blur the lines between actually being phones and being
powerful Internet-enabled devices that link to the Internet though Wi-Fi but also cellular networks such as 3G and 4G.
• Tablet Computers – these fall somewhere in between laptop-like computers and large
smartphones, all are Wi-Fi-enabled but some also allow for 3G and 4G connectivity (e.g. Microsoft Surface , iPad, Android Tablet, etc.)
• eBook Readers - in their purest sense these are designed for people to engage with text,
although many also allow you to check your email and do other things (e.g. Kindle, Kobo, etc.)
• Audio and Video MP3/MP4 Players – these let you play pre-installed content but may also
allow you to connect to the Internet (e.g. iPod Touch).
2. Why Go BYOD?
Generally speaking there are three main reasons why you may decide to develop BYOD within your school or education institution. These reasons are described below.
Student Familiarity
If you own your device it is very likely that you will know how it works and what it can do. In short, this means that from a learning prospective you lose less time getting students to understand and wrestle with the hardware and more time focused on learning.
Bridge between formal and informal learning
Most people agree that one way of improving education is to progress towards a model where students can access learning anytime and anywhere. One of the barriers to this adoption is that many students perceive there to be a difference between learning in school and learning at home.
This is not always helped by the fact that online learning content within formal education is often confined to the domain of the school network and therefore often the school computer lab.
BYOD, combined with cloud computing and cloud storage, has the potential to change this. Luckily for schools and education institutions, publishers have also started to realise that allowing home access to their products and content can only be good for future sales as well as contributing to their philanthropic efforts to improve education. We discuss content in more detail in section 5 of this ebook.
Cost and sustainability
The adoption of BYOD obviously also includes the possibility for cost savings and we should not be ashamed to admit this. In the modern world we simply have to do more for less.
However, it is also worth noting that most schools that have been successful in BYOD have often found that their actual costs have not really been reduced. They do however have extra resources available to redirect towards network configurations, staff professional development and other technology projects.
The important thing to remember here is that BYOD can improve learning and may reduce costs.
Key question: How will you ensure that all members of your learning community (staff,
students and parents) understand the advantages of 1:1 learning and BYOD?
BYOD opens up the
potential for laptops,
tablets, netbooks,
smartphones, eBook
readers and other
technologies to be used to
enhance learning.
page 6
#2 - BYOD mODELs
Unfortunately, although BYOD sounds really simple in theory, in reality it is actually a lot more complicated. There will obviously be some technical issues involved in any BYOD deployment but the main challenges will always be pedagogical.
1. Dealing with different devices
One of the pedagogical challenges of BYOD is how do teachers manage and direct learning if the software and hardware specifications on student-owned devices are different?
Different schools tackle this in different ways.
One way is to reinforce standardization and specify that if a student is going to bring in their own device it must be a specific brand / model. However, a more modern and flexible way that really embraces the original concept and philosophy of BYOD is to allow students to bring in their own device as long as they are Internet-ready.
By adopting the latter approach and by limiting the content consumption and content creation tools to those available on the browser you, in essence, help provide an inclusive, technology-rich learning experience for your students but at the same time give them the flexibility to drive this experience though their own hardware.
2. Hardware specification
Hardware specification is important but this should not be your starting point for any BYOD deployment. The first thing that you need to ask yourself is ‘what do you want your students to be able to do with their devices?’ and ‘what do you want the learning to look like in a 1:1 environment?’
For example do you want your students to mainly use their devices for accessing content (from the Internet or from procured resources?) Do you want your students to be able to take photographs with their devices? Do you want your students to be able to type on their devices, etc…
Once you have worked out the answers to these and other questions you can then start to consider the minimum hardware specification that you will need to implement your vision.
Key question: How will staff change and adapt their learning and teaching
approaches to maximize the benefits of every student having their own device?
Key questions: What do you want your students to be able to do with their devices?
What do you want the learning to look like in a 1:1 environment? And what will be
your minimum hardware specification?
3. Funding Models
Funding BYOD projects may seem quite straightforward as students just bring their own devices into school. However, it is important to remember that some students may not have a device and some will require guidance on what to buy. There are also other considerations around insurance and warranty. Some possible models of funding may include:
• School procurement (outright) of devices that are then given to the students to own, maintain and look after. This should normally include an up-front warranty payment to cover the cost of the device for its predicted length of service.
• School procurement (subsidized). Some schools have created a hybrid of the above model where students pay a small cost to buy the device from the school (e.g. 25% of the total cost of the device). By doing this students may feel that they own the device more that just being given it – this in turn means they are more likely to respect and look after it.
• Leasing is when devices are ‘borrowed’ from a third party or manufacturer. You pay a fee each month to borrow the device. At the end of the leasing period there is normally the option to buy the device or you may even be given it depending on the terms and conditions of your leasing arrangements. Examples of leasing include Apple’s iStudent schemeand Google Chromebooks for Education. • Free-for-all is when students are just allowed to bring in their own devices. In this model they would
normally be expected to meet the school’s minimum hardware specification and security protocols. Schools and education institutions should also consider taking out appropriate insurance for pupil-owned devices in schools.
Whatever model you go for making sure that you have the right policy and procedures in place will be very important.
Several funding and
deployment methods are
available so make sure to
plan out your approach,
in detail, in advance.
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#3 - pOLicY cOnsiDEratiOns
However you decide to implement BYOD in your school you will have a number of policy considerations to take into account. Some of these considerations are detailed in this section of the ebook.
1. Ownership and Insurance
As suggested in section 2 of this ebook you will need to make some decisions on the ownership of your student devices.
In pure BYOD deployments the devices are student / family-owned but in reality things are not always this simple. It is important that if you purchase the devices as a school that you have procedures in place to transfer the ownership to the student / family. You should also consider insurance for the device both in school and out of school.
Before introducing BYOD into education many institutes run parent briefing evenings to make sure that everyone understands their role within any deployment. These evenings can also be useful to facilitate the signing of devices over to students / families.
2. Responsible Use
Your school should already have a policy on acceptable and responsible use of ICT equipment. However, with the introduction of BYOD it is very likely that you will need to update or adapt your policy. You need to be clear about what is and what is not acceptable on a school’s network, and the behaviour that is expected of young people, along with any sanctions that your institute will use if the rules are broken. As well as formal procedures it is also useful to work directly with young people so that they can create their own rules around device use. Schools that have worked with students to co-create Acceptable Use Policies have found that they are more likely to be adhered to in the long run.
3. Equality of access
If you go for a pure BYOD roll out, there will be some students who do not have a device or their device does not meet the minimum specification of your institute.
For 1:1 learning to be successful you must insure that there is equality of access. This means that you are likely to have to put systems in place to ensure that students / families who do not have their own device can be provided with one or are provided with some capital funding to purchase their own device. It is important that you have clear guidance on this to ensure that children are not deprived of their digital entitlement, but also to make sure that the model you are proposing for your school is financially sustainable in the long term.
4. Teacher Professional Development
This is the area that is often overlooked the most during any BYOD or 1:1 deployments. It is however the most important aspect of any large technology deployment like this. By creating a policy related to continuous teacher professional development you will formalize the need for training within your staff team.
Professional development should include both technical and pedagogical training. It should also include a blend of face-to-face (expert and/or peer led) and online learning. Staff should be given as many opportunities as possible to share ideas and learn from each other’s practice.
The focus on pedagogy is really important and this is discussed in more detail in the next section of this ebook.
#4 - fOcus On pEDagOgY
There is no doubt that if you give every child in your school, class or local authority access to their own Internet-enabled device your normal model for learning and teaching is likely to change.
It is important that teachers have thought about what this new type of pedagogy might look like before any large scale BYOD or 1:1 deployment. If you have not done this then the technology is more likely to become a distraction to learning rather than have the transformation impact that it deserves.
1. Teaching and Learning
When we consider what teaching and learning might look like in a BYOD / 1:1 environment it is important that we focus on what makes learning good and how technology can improve the learning and teaching process, rather than just focus on the technology and then trying to think about how it might be used. The concept of Exciting Learning captures some of the components that make learning engaging for young people.
For learning to be successful it needs to be: • Culturally relevant
• Include real-time interaction • Provide different learning pathways
• Showcase learning achievements with authentic audiences • Accessible to all
The table below provides some further background on each of these principles and also about what they might look like in the classroom in a BYOD / 1:1 Environment.
Exciting Learning Principle Description In Practice
Culturally relevant Learners learn best when they can see the point of what they are learning and how it is related to them. We can also help them engage with their learning more by using tools that they like to use.
Luckily for us technology is highly culturally relevant at the moment and BYOD / 1:1 learning opportunities are likely to motivate your students.
In particular BYOD offers
opportunities for using technology is both interesting and engaging ways such as using social media, using computer games and making extensive use of Web-based creation tools (such as digital video editing, sound and image manipulation).
page 10 page 10
Exciting Learning Principle Description In Practice
Provide different learning
pathways Learners like to have a choice of output. Sometimes it is this choice of output that can be incredibly motivating as it gives an endpoint for people to aim towards.
For example, in writing tasks BYOD offers learners opportunities to individually present their work in a number of different ways (rather than just a handwritten essay). Perhaps for example they turn their writing into a video production, or a podcast, or a presentation, or a newspaper report or a digital poster.
Showcase learning
achievements with authentic audiences
Learners like to have work that they are proud of shared with people they care about. Creating authentic audiences is an important aspect of motivation.
BYOD means that it is very easy for learners to publish their work to the Web for others to see and provide feedback on. It is possible to do this in a safe and secure way where learners can choose who gets to see their work and who doesn’t have an opportunity to look at it.
Accessible to all Learners need to be able to learn in a variety of places at a variety of times. This include in school, at home and everywhere in between. Technology can also make learning accessible for learners who have additional support needs.
BYOD helps blend the learning experience between home and school. This helps break down silos and helps learners understand the connections between formal and informal learning.
Students with additional support needs can also be supported via a range of accessibility apps and software packages.
Key questions:
• How can you use technology to make learning more culturally relevant to your
learners?
• How can you use technology to include more real-time interaction in your
classroom?
• How can you use technology to provide different pathways for students work and
motivate learners though choice?
• How can you use technology to share with a Web-based audience and provide
authentic feedback to students work?
2. Assessment
Good student assessment should use a combination of both summative and formative techniques. BYOD offers opportunities for both.
For example, summative tests can be administered to learners individually through the use of multiple-choice tests and other assessment generators such as Quizlet.
However the real power of BYOD is the opportunity to build on current formative assessment practices and to provide learners with digital feedback on their work and progress.
For example, BYOD allows learners to quickly comment on other student’s digital work. It also allows students to quickly be able to record their achievements through digital learning logs and e-portfolio solutions (such as Mahara). A variety of software is also available to help track students progress towards specific learning goals and targets.
3. Personalization and Choice
Personalized learning includes the engagement of students through their personal interests, personal needs and personal regulation of learning.
BYOD lends itself to personalized learning experiences as every student has their own device and is therefore is free (with support) to pursue personal interests and passions.
Internet-enabled devices can also be used to assist with the personal regulation of learning through a variety of built in productivity tools, such as calendar, electronic mail and tasks. As previously mentioned, BYOD can also support learners to self-reflect, track and be reflective on their own learning journey.
BYOD offers the
opportunity for
culturally relevant,
interactive and
page 12 page 12
#5 - DigitaL cOntEnt
Digital content is content that is either in a digital format (e.g. an eBook) or is content that is accessed digitally (e.g. a Web page).
There are lots of different types of digital content including: • Websites
• Digitized textbooks
• Apps for iOS, Android, Windows etc.
• Learning objects (e.g., interactive diagrams, concept maps, virtual dissections, calculators) • Multimedia resources (e.g., video, photos, audio files, presentations, etc.)
• Simulations, models and augmented reality
• Visualization of data and data sets (e.g., charts, graphs, interactive images, etc.)
Source: The New Media Consortium (2010)
Access to digital content should be a key component of any BYOD strategy. Students should be entitled to access rich digital content on their devices both in school and at home.
There are a number of considerations that need to be taken into account when it comes to digital content and these are mentioned below.
1. Accessibility
We have already discussed technical specifications in section 2 of this ebook. However it may be worth emphasizing that if you intend to get your students to consume a lot of content on their devices then you need to make sure that this is as accessible as possible.
Screen size is important here, particularly if the device does not allow for screen magnification. The technical capacity of the device is also important for example the iPad cannot run digital content that has been developed in Flash and many other devices might allow you to read Microsoft Office documents but editing them is a lot more problematic.
2. Licences
In the past education licensing meant that digital content could only be accessed by students and staff within their school or institution. BYOD and 1:1 projects have changed this model significantly as in order to reach a model of anytime and anywhere learning students have to be able to access material outside of the physical school building.
Most education publishers have now accepted the idea that students need to be able to access a variety of content on a variety of devices. In recent years they have also changed the way they distribute content from CDs to cloud-based access. However, it is important when purchasing new materials that you read the full terms and conditions of any education licence to make sure that it represents true value for money and compliments your BYOD strategy.
3. Privacy
Privacy of both students and education staff is of great importance in ICT-rich environments particularly ones that are starting to make use of cloud computing technology, applications and storage solutions. Education institutes need to ensure the security of data such as student data and student work and understand that the strength of privacy measures need to vary depending on the sensitivity of the information being stored digitally.
4. Copyright
Copyright refers to the exclusive legal right to reproduce, publish, sell or distribute the matter and form of something. Copyright issues are not unique to personal devices. In fact, the issues around updating copyright laws to reflect the Internet-based knowledge economy are currently debated internationally. In the meantime, sites such as Creative Commons have sprung up. Creative Commons is a U.S.-based, non-profit organization established to minimize barriers represented by dated copyright laws applied to digital content.
Whereas the traditional copyright laws provide authors with ‘all rights reserved,’ Creative Commons copyright licenses provide legal language that individual creators can use to ensure ownership, while at the same time providing users with additional rights. For example, Creative Commons licenses allow the author to give users the right to copy, distribute, edit, remix and build upon the original work, all within the bounds of copyright law.
Legally, it is the responsibility of the user to be knowledgeable about the copyright law that applies to digital content and digital materials. In schools, the expectation that students will adhere to copyright laws is addressed through an acceptable or responsible use policy (see section 3) that are often signed by students and their parents/guardians.
Source: Bring Your Own Device: A Guide for Schools (2012)
Key question: Depending on the type of digital content that you want your students
to access, will this have an impact on your hardware specification? (see section 2).
For example, if you require your students to consume a lot of digital content what
will your minimum recommended screen size be? Does the digital content that you
want students to access require Adobe Flash?
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#6 - accEss anD infrastructurE
Allowing students to bring in and use their own devices in schools will not be enough on its own to transform learning. Indeed, many BYOD and other 1:1 learning projects have failed across the world because although the devices have been put in place the bandwidth and infrastructure have not been adequate to support them.
Infrastructure and bandwidth are particularly important in BYOD deployments because most of the content that students will be required to access and the content that they will be required to create will be Web-based. Having wireless infrastructure in your school is not enough on its own – many schools around the world already have this. But, by moving to BYOD you are also moving to a computing ratio of at least 1:1 (some students and teachers will want to be logged onto your network with more than one device). This is likely to put significantly more pressure on your institute’s network than the current amount of devices that you have connected.
Alberta Education’s Bring Your Own Device guide outlines a number of key questions to ask related to wireless technologies and BYOD deployments:
• What are the projected requirements per student/staff member?
• What is the current wireless capacity and configuration? What is the number of supported users per access point? Can you manage the network centrally?
• What is the gap in bandwidth? Wired network capacity? Wireless coverage? Network configuration? How will you close the gap in the short-term?
• What will the network look like in the long-term?
• What will be your projected adoption rate, i.e., growth rate among students with personally-owned devices and subsequent upgrading of your infrastructure?
• What model will your school or school authority use for recharging personally-owned devices?
1. Accessing the Network
It’s likely that almost all BYODs will connect to your network using Wi-Fi so it is important to establish that your current wireless infrastructure will cope with the increased number of connected devices and that the coverage across your campus is adequate with no dead-spots.
A typical basic Wi-Fi access point will support around 30 simultaneous connections, but larger enterprise access points can support many hundreds of simultaneous connections. You should check with your infrastructure supplier to determine the capacity of your access points.
To check the wireless coverage, you can do some basic tests by walking around the buildings or campus with a tablet or smartphone and checking connectivity and browsing speeds. There are also numerous free and paid-for Apple and Android apps that will provide coverage maps. This will determine if you need to add extra base stations to improve coverage or eliminate dead spots. Your access point supplier should also be able to provide you with more sophisticated information about coverage.
Impact on Network Bandwidth
Answering the question of the impact BYOD will have on network bandwidth is a tricky one as there cannot be a one-size-fits-all model. For example, some schools will be bigger than others and at certain ages and stages within a school it is likely that students will use different types of digital technology that may or may not be more bandwidth heavy than other tools and services (e.g.: online video editing vs. reading a text heavy Web page).
Many institutes have doubled their wide area network (WAN) speeds where multiple buildings are connected on campus and tripled their Internet access.
2. Security
Since you are effectively opening up your network to students, security risks need to considered and managed effectively. These will include:
• How will devices and users be authenticated when they connect to the network? • Will the traffic from BYODs be kept separate from regular traffic?
• What resources, services and applications will students be allowed to access or use?
• What steps do you need to take to prevent malware from infected devices infecting your network?
Authenticating devices and users
Authentication is the process of identifying the device and the user and then applying policies to manage what network resources the user is allowed to access.
You will need to decide if you want to only allow authenticated devices to connect to the network or any device. If you go down the authenticated route, then this will probably require you to set up an on-boarding process for new devices that students bring on campus. This type of functionality is widely found in Mobile Device Management (MDM) products.
To authenticate the users, there are a wide range of approaches that can be taken, from having students sign on to the network through a Virtual Private Network to having a simple login screen.
Handling BYOD Traffic
There are advantages to keeping BYOD traffic separated out from general network traffic in terms of bandwidth management and security. This can be achieved by setting up separate wireless networks using virtualized LANs (VLANs). This approach and using firewalls to segment the traffic is often adequate but you may want to consider tunnelling the BYOD traffic inside your main Internet connection or adding a separate Internet connection for BYOD traffic.
Internal and external firewalls can also be used to control the network resources such as printers, storage devices, etc. that students can connect to and use.
Minimizing the Risk of Malware
This is an area of huge risk but is extremely difficult to manage and mitigate. Networks and devices owned by the institute will typically have layers of anti-malware protection in place to protect servers and endpoint devices such as laptops and desktops.
When you open up your network, then you risk allowing infected devices to spread malware to other BYODs or your own devices.
Malware for smartphones and tablet devices is still a relatively rare occurrence but is likely to become a bigger threat over the next few years. However there is a clear and present danger from infected laptops being connected to your network.
You should include in your Acceptable Use Policy provision that ensures all BYODs have anti-virus software installed and that it is up to date. This will significantly reduce but not eliminate the risk of
page 16 page 16
MDM vendors who have created education-focused versions of their products and if you anticipate a large BYOD roll out then it may be worthwhile to consider an MDM solution.
4. E-Safety
It will be critical to ensure that any Web content accessed by students using BYODs is filtered to the same extent as content accessed from institute-owned devices. This may become problematic if students use 3/4G devices to access inappropriate content; therefore all parties need to be aware of what is and what is not acceptable in school via an Acceptable Use Policy.
Key question: Should students be allowed to use devices that bypass the school
authority’s network and use other networks (e.g., 3G & 4G) through mobile plans
privately supported on their devices? What are the impacts on responsible use if
you allow 3/4G enabled devices to be used in the classroom?
Support safe and
secure BYOD learning
with a mixture of
filtering technology and
Acceptable Use Policies.
cOncLusiOn
This document has been written to get those who are considering implementing BYOD or other 1:1 strategies in their schools thinking about what a successful roll-out might look like in practice.
For BYOD to be successful permission for students to bring in their own devices is not enough on its own (although it is a good start!). In practice, permission is only part of the overall solution that must also include some or all of the following.
• Leadership - the key to any successful technology deployment is strong leadership combined with
the vision of how to improve education and at the same time driven by strong personal values and a real desire to effect change.
• A lone vision can be revolutionary but a shared vision will be needed in order to be
transformational. This vision needs to be shared between school managers, teaching staff, students and the wider school community (including parents and outside agencies).
• Strategy will be needed to ensure that your technology deployment gets translated from your
shared vision into reality.
• Pedagogy needs to be at the heart of what you are trying to do. Teaching and learning should look
very different in a BYOD / 1:1 environments. If it looks the same then you have got something badly wrong and need to re-visit your strategy.
• Quality professional development that combines face-to-face with online training and reflection opportunities will be needed to ensure that staff members embrace new pedagogies and new approaches to classroom management.
• Acceptable Use Policies will also be required for all those involved in your project.
• Infrastructure is the thing that will bind your project together. You can have all the devices in the
world but if you can’t connect them to the Internet or if connecting multiple devices makes your network speeds painfully slow then you need to re-visit your overall strategy.
• Part of your infrastructure arrangements should also include access to quality digital content this will help all users make the most out of your BYOD / 1:1 environment.
Finally, no large-scale technology project is the same. Only through the sharing of good and interesting practice with others about strategy, devices, pedagogy, Infrastructure, network and security will we eventually develop systems that are truly cost effective and have a transformative impact on learning and teaching.
page 18
Copyright © 2013 bloxx ltd. all rights reserved. no part of this document may be reproduced by any means nor translated to any electronic medium without the written consent of bloxx. information contained in this document is believed to be accurate and reliable; however, bloxx assumes no responsibility for its use.
About the Author
Based in Scotland, Ollie Bray works internationally with teachers, schools and governments to improve education outcomes for learners through the appropriate use of technology and Outdoor Learning.
He has been a senior policy adviser, school leader, head of department and is an award-winning teacher. His current interests include social media in schools, computer games in education, mobile technologies, school design, outdoor learning and 3rd millennium school leadership.
About Bloxx
Headquartered in the UK with sales offices in Holland, the USA and Australia, Bloxx provides Web and email filtering solutions to more than 1000 educational institutions around the globe. Bloxx has an in-depth understanding of the unique challenges faced by educational establishments and extensive experience in helping schools, colleges, education authorities and universities to deliver a safe, secure and productive online learning environment.
Bloxx has achieved unrivalled sales growth year-on-year to become a leading Web filtering provider with an estimated 5 million+ users worldwide. Leading UK investment groups Archangel Investments Ltd and Braveheart Investment Group Plc have invested in Bloxx. To find out more about Bloxx Web filtering, call +44(0)1506 426976, email info@bloxx.com or visit www.bloxx.com.
