The first section of this paper briefly introduces the BYOD/BYOT trend and implications for all the stakeholders in the educational sector and highlights the public discourse surrounding the trend. The second section discusses the theory underlying the BYOD/BEYOT trend by synthesizing arguments of peer-reviewed journal articles and creating connections with educational practice in an actual educational setting. This section also highlights specific gains of the BYOD trend in terms of positive changes in educational practice among other things. The third section of the paper provides my own stance on the manner in which the BYOD trend can be addressed in school, besides reviewing the overall findings of the discussion and reflecting on what it means for my own thinking about teaching and learning. Eventually, this section draws upon authoritative evidence in support of a claim that the BYOD trend has certain ramifications for teaching and learning in schools, which must be considered by decision makers. In recognition of the rapidly changing times, the need to enable students to adjust effectively to the contemporary information society and to take advantage of the modern digital technology in education, schools have sought to provide computers and other digital technologies for use by learners (Hill, 2011). However, due to financial constraints and the high cost of digital technologies, not many schools have been able to provide sufficient computers and digital technologies for their students.