A Perceptional Analysis of BYOD (Bring Your Own Device) for Educational or Workplace Implementations in a South Korean Case

Tınmaz, Hasan; Lee, Jin Hwa

doi:10.17275/per.19.12.6.2

Cited by 7 publications

(3 citation statements)

References 17 publications

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“…As BYOD is becoming preferable in education sectors, thus it is required to prepare an appropriate and effective policy to eliminate the risks of cyber threats in the BYOD environment, suggested by Aguboshim [11]. A survey conducted in South Korean educational institutions by Tinmaz and Lee [12] found that BYOD is much supported in educational institutions. However, some participants have raised their concerns over security matters, but a few ignored them.…”

Section: Problem Backgroundmentioning

confidence: 99%

Implementation of BYOD Security Policy in Malaysia Institutions of Higher Learning (MIHL): An Overview

Izzah Inani Abdul Halim,

Alya Geogiana Buja,

Mohd Shah Shafie Idris

et al. 2023

ARASET

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The BYOD Security Policy (BYOD-SP) constitutes formal documentation protecting sensitive data and information during BYOD implementation in an organization. The BYOD environment in an organization might face threats if information assets security is not prioritized before initializing BYOD. Releasing BYOD-SP is one of the key strategies to safeguard safety in BYOD implementation and to ensure users adhere to the BYOD-SP. It can also increase the understanding of ways to protect the BYOD environment from any risk. Hence, this study explores the current situation of BYOD, specifically in Malaysian tertiary education institutions, and the compulsory components that should be highlighted in the BYOD-SP. The implementation of (BYOD-SP) in Malaysian Institutions of Higher Learning (IHL) has led to a sense of discouragement, with only a few institutions being able to clearly outline their implementation strategy, in contrast to what has been done by foreign universities. This has resulted in a lack of information and understanding about the components of BYOD-SP in the Malaysian environment, making it difficult to make deeper comparisons. Understanding the current practice of BYOD can provide a more comprehensive study of a suitable model, cybersecurity framework, or other features to prepare a comprehensive BYOD-SP documentation on campus. As the BYOD implementation is underway, this study could increase awareness of all aspects of BYOD to aid organizations in formulating the BYOD-SP document. This could encourage BYOD players to achieve maximum information security protection.

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Section: Problem Backgroundmentioning

confidence: 99%

Implementation of BYOD Security Policy in Malaysia Institutions of Higher Learning (MIHL): An Overview

Izzah Inani Abdul Halim,

Alya Geogiana Buja,

Mohd Shah Shafie Idris

et al. 2023

ARASET

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“…En esta evolución, el estudiante deja de ser un agente pasivo, de acuerdo con el formato de la educación 1.0 e inicia la transición hacia la educación 2.0, donde comienza a tener un perfil más activo y se configura en el centro del proceso educativo; en la educación 3.0 se considera que el estudiante se ve acompañado por el profesor con el fin de cubrir sus necesidades e intereses, elaborando de manera conjunta el plan educativo. Finalmente, en la educación 4.0 el estudiante se responsabiliza de su aprendizaje, con un enfoque autónomo, pero con acompañamiento del profesor, apoyado por las nuevas tecnologías, por ejemplo, con herramientas de la inteligencia artificial (Tinmaz y Lee, 2019).…”

Section: Introductionunclassified

Educación 4.0 en la época de pandemia y pospandemia: Retos y oportunidades

Maldonado Reynoso,

Benítez Pérez,

García Rodríguez

et al. 2024

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Si bien la Organización Mundial de la Salud (OMS) declaró el fin de la emergencia internacional de salud en el año 2023, en el ámbito educativo las y los docentes tuvimos que regresar a las aulas previo a esa fecha. Esto se llevó a cabo generalmente en periodos escalonados e híbridos, después de haber mantenido casi por dos años el cierre de las clases presenciales en las instituciones educativas. Esta situación nos expuso a una multiplicidad de escenarios y experiencias educativas, algunas de las cuales se recogen en esta obra. En este libro —titulado “Educación 4.0 en la época de pandemia y pospandemia: Retos y oportunidades”—, elaborado mediante la colaboración de destacados investigadores, se documentan esas lecciones, aprendizajes y desafíos que emanan del trabajo realizado en instituciones de educación superior a partir del uso generalizado de tecnologías de la información y la comunicación (TIC), las cuales fueron de gran apoyo para llevar a cabo una súbita migración de la modalidad de educación presencial a la remota, a fin de garantizar la continuidad académica durante y después de la pandemia por COVID-19. Esta obra está dirigida a docentes y actores involucrados en los procesos educativos, pues no es conveniente dar vuelta a la hoja y retomar las antiguas prácticas presenciales y tradicionales después de todo el aprendizaje acumulado que se gestó durante esta etapa de contingencia, sino que estas experiencias nos conduzcan hacia escenarios de la educación 4.0, indispensable para la conformación de ciudadanos del México del siglo XXI.

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“…A pioneering and important finding in our research was the recognition that teachers are far less likely to use digital teaching aids in schools where there is a formal ban on smartphones. From the perspective of the most recent methodologies of work with the use of ICT, a new research question arises in this context about teachers' perceptions of phones as a potential tool for learning (the Bring Your Own Device teaching model: BYOD) [6][7][8]. The BYOD model means that students bring their own hardware to school and use it in class to supplement student knowledge, search for information in response to the teacher's questions, and solve tasks independently as well as in groups.…”

Section: Introductionmentioning

confidence: 99%

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

2022

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The digitalisation of education has become an irreversible process, and Poland is no exception. However, the issue of ICT usage in education raises many concerns and controversies, posing numerous methodological challenges at the same time. In the interpretation of our research, one of the most frequently used and validated models in empirical research—the Unified Theory of Technology Acceptance and Use (UTAUT) model—was used. The aim of the research was to show the frequency of use of popular hardware, software and websites among teachers from Poland (in the Silesia Province) and finding answers to the questions pertaining to the main determinants of digital teaching aids. The frequency of ICT use in education was juxtaposed with the attitudes towards new media in the school environment as well as with the support of managers in that area. Quantitative research was conducted on a sample of N = 258 in 2020. A questionnaire in the form of a digital diagnostic survey was used to collect data. Based on the data collected, it was noted that: (1) Teachers use virtual systems (eRegisters) and interactive whiteboards most often, while educational podcasts and software for learning foreign languages are used least often; (2) approximately 40% of teachers use ICT often or very often in their school teaching; (3) in public schools, digital teaching aids are used slightly more often than in non-public institutions; (4) teachers are consistent in their use of digital teaching aids, so the individuals experimenting with and implementing ICT at school do so regardless of the type of software and hardware; (5) active support from school head teachers strengthens the frequency of ICT use in education; and (6) in schools where the use of smartphones by students is prohibited, the frequency of ICT use in education is at a lower level.

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A Perceptional Analysis of BYOD (Bring Your Own Device) for Educational or Workplace Implementations in a South Korean Case

Cited by 7 publications

References 17 publications

Implementation of BYOD Security Policy in Malaysia Institutions of Higher Learning (MIHL): An Overview

Implementation of BYOD Security Policy in Malaysia Institutions of Higher Learning (MIHL): An Overview

Educación 4.0 en la época de pandemia y pospandemia: Retos y oportunidades

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

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