Bring Your Own Device (BYOD) and Teacher pedagogy in a New Zealand primary school

Rae, Genevieve; Dabner, Nicki; Mackey, Julie

doi:10.15663/tandc.v17i2.160

Cited by 3 publications

(4 citation statements)

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“…While one tablet per child in every school, even in developed countries, is currently far from possible, another option has emerged. As ownership of smartphones and tablets increases among children, schools are now considering how they can use these in class (see e.g., Rae et al, 2017). Such 'bring your own device' approaches also bring challenges, with online safety, appropriate behaviour policies, infrastructure capacity and ensuring equality of access, only some of the necessary considerations.…”

Section: Devices In Educationmentioning

confidence: 99%

Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Dorris,

Winter,

O'Hare

et al. 2024

Campbell Systematic Reviews

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BackgroundInvestment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms.ObjectivesThe aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet‐enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4–12 within the primary/elementary school (or equivalent) classroom.Specifically, the review aimed to answer the following research questions: What is the effect of mobile device integration in the primary school classroom on children's literacy and numeracy outcomes? Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles) Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy? Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender). Do the benefits of mobile devices for learning last for any time beyond the study? What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard?An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice.Search MethodsThe search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand‐search of relevant journals and conference proceedings. Contact was also made with prominent authors in the field to identify any ongoing or unpublished research. All searches and author contact took place between October and November 2020. The review team acknowledges that new studies will likely have emerged since and are not captured at this time. A further update to the review in the future is important and would build on the evidence reflected here.Selection CriteriaThe review included children within mainstream primary/elementary/kindergarten education settings in any country (aged 4–12), and interventions or activities initiated within the primary school classroom (or global equivalent) that used mobile devices (including tablets, smartphones, or hand‐held gaming devices) to intentionally support literacy or numeracy learning. In terms of study design, only Randomised Controlled Trials were included in the review.Data Collection and AnalysisA total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta‐analysis model. Risk of Bias assessment was undertaken by three reviewers using the ROB2 tool to assess the quality of studies, with 13 studies rated as having some concerns, and 5 as having high risk of bias. Qualitative data was also extracted and analysed in relation to the types of interventions included to allow a comparison of the key elements of each.Main ResultsA positive, statistically significant combined effect was found (Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g., a laptop or desktop computer) or no device (class activities as usual). However these results should be interpreted with caution given the risk of bias assessment noted above (5 studies rated high risk of bias and 13 rated as having some concerns). As the interventions and classroom circumstances differed quite widely, further research is needed to understand any potential impact more fully.Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura's [2009] SAMR model of technology integration). There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post‐test period. Sensitivty analysis was also undertaken to exclude the five studies identified as having a high risk of bias, to identify any impact they may have on overall findings.Authors' ConclusionsOverall, this review demonstrates that for the specific interventions and studies included, mobile device use in the classroom led to a significant, positive effect on literacy and numeracy outcomes for the children involved, bringing positive implications for their continued use in primary education. However given the concerns on risk of bias assessment reported above, the differing circumstances, interventions and treatment conditions and intensities, the findings must be interpreted with caution. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom, in the use of mobile devices to support learning.

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Section: Devices In Educationmentioning

confidence: 99%

Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Dorris,

Winter,

O'Hare

et al. 2024

Campbell Systematic Reviews

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“…Μελέτη των Rae, Dabner, & Mackey (2017) σε δασκάλους Πρωτοβάθμιας εκπαίδευσης σχολείων της Νέας Ζηλανδίας, διερεύνησε τον τρόπο με τον οποίο υλοποίησαν το μοντέλο BYOD μέσα στις τάξεις τους, για πρώτη φορά, και τον αντίκτυπο που είχε στις παιδαγωγικές τους πρακτικές. Η μελέτη έδειξε ότι οι προκλήσεις που αντιμετώπισαν οι δάσκαλοι είχαν να κάνουν κυρίως με τις τεχνικές δυσκολίες και την έλλειψη χρόνου.…”

Section: μελέτες και αποτελέσματα ερευνώνunclassified

“…Το γεγονός αυτό αναδείχθηκε σε εντονότερο βαθμό σε έρευνα της Sardone (2014) σε φοιτητές που έδειξε ότι οι μελλοντικοί εκπαιδευτικοί φάνηκαν να είναι εξοικειωμένοι σε μεγάλο βαθμό με τη χρήση της συσκευής τους, δε γνώριζαν όμως τον τρόπο με τον οποίο οι φορητές συσκευές μπορούν να χρησιμοποιηθούν αποτελεσματικά για μαθησιακούς σκοπούς. Ομοίως σε έρευνα των Rae, Dabner, & Mackey (2017) αναφέρθηκαν εμπόδια εφαρμογής του μοντέλου από τους εκπαιδευτικούς διότι θεώρησαν ότι δεν είχαν τις απαραίτητες γνώσεις για να το στηρίξουν. Από τα ευρήματά μας μπορούμε να πούμε ότι φαίνεται να υπάρχει μια θετική τάση ως προς την υλοποίηση του μοντέλου BYOD από τους εκπαιδευτικούς.…”

Section: συζήτηση και συμπεράσματαunclassified

Οι απόψεις των εκπαιδευτικών της Δευτεροβάθμιας εκπαίδευσης ως προς την εφαρμογή του μοντέλου «Bring Your Own Device (BYOD)» στην εκπαιδευτική διαδικασία

Σακαλής¹

2021

keimena-paideias

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Η τεχνολογία έχει πλέον εισβάλει σε κάθε πτυχή της προσωπικής καθώς και της επαγγελματικής μας καθημερινότητας. Η εκπαίδευση δεν συνιστά εξαίρεση αφού ο ρόλος των Τεχνολογιών Πληροφορίας και Επικοινωνιών (ΤΠΕ) αναγνωρίζεται από την πολιτεία η οποία και έχει υλοποιήσει έργα επιμόρφωσης των εκπαιδευτικών με στόχο την αξιοποίησή τους στη εκπαιδευτική διαδικασία. Στο πλαίσιο εφαρμογής των ΤΠΕ στην εκπαιδευτική πρακτική εμφανίστηκε η λεγόμενη «φορητή μάθηση», μια μορφή μάθησης η οποία είναι δυνατή ανά πάσα στιγμή και σε οποιοδήποτε χώρο και προκύπτει με τη χρήση φορητών συσκευών τεχνολογίας. Η φορητή μάθηση είναι συνυφασμένη με την εφαρμογή του μοντέλου «Bring Your Own Device (BYOD)» ή «Φέρτε τη δική σας συσκευή», μοντέλο κατά το οποίο οι εκπαιδευτικοί όπως και οι μαθητές μπορούν να φέρνουν και να χρησιμοποιούν τις προσωπικές τους φορητές συσκευές τεχνολογίας (όπως Smartphones, Tablets κ.ά.) για τις ανάγκες της διδασκαλίας, μέσα στη σχολική τάξη. Σκοπός της παρούσας μελέτης είναι να διερευνήσει και να παρουσιάσει τις απόψεις των εκπαιδευτικών της Δευτεροβάθμιας εκπαίδευσης σχετικά με την εφαρμογή του μοντέλου BYOD στη εκπαιδευτική διαδικασία. Μία πρακτική η οποία εφαρμόζεται εδώ και χρόνια σε πολλές χώρες του κόσμου αλλά στην ελληνική εκπαίδευση η εφαρμογή της περιορίζεται σε μεμονωμένες προσπάθειες εκπαιδευτικών κυρίως μέσω της συμμετοχής τους σε ευρωπαϊκά προγράμματα ή μέσω εφαρμογής πειραματικών και καινοτόμων δράσεων. Για την υλοποίηση της έρευνας χρησιμοποιήθηκε ως προσέγγιση η βολική δειγματοληψία και ως εργαλείο το ερωτηματολόγιο. Τα αποτελέσματα της έρευνας είναι αρκετά ελπιδοφόρα αφού σύμφωνα με τη γνώμη των εκπαιδευτικών φαίνεται να υπάρχει εκ’ μέρους τους ένας καλός βαθμός εξοικείωσης με τις φορητές συσκευές και η προθυμία εφαρμογής του μοντέλου από τους ίδιους δείχνει να έχει θετικό πρόσημο αρκεί να συνοδεύεται με την κατάλληλη επιμόρφωση και τεχνική υποστήριξη. Θετική αλλά ως ένα βαθμό επιφυλακτική δείχνει να είναι η πρόθεσή τους σχετικά με την εφαρμογή του μοντέλου BYOD από τους μαθητές, εάν βέβαια η νομοθεσία το επιτρέψει.

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“…Yet the increase in children's ownership of mobile devices undoubtedly presents an opportunity for schools. As ownership of smartphones and tablets increases among children, schools are now considering how they can harness the opportunities presented by children having an Internet‐enabled device in their own pockets (e.g., Rae et al, 2017 ). Such “Bring your Own Device” approaches also bring challenges, with online safety, appropriate behaviour policies, infrastructure capacity and ensuring equality of access only some of the necessary considerations.…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: A systematic review of mobile device use in the primary school classroom and its impact on pupil literacy and numeracy attainment

Dorris

Winter

O’Hare

et al. 2021

Campbell Systematic Reviews

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BACKGROUND 1.1 | Description of the condition Children today are born into a world surrounded by technology. For this "i-Generation" (Twenge, 2017), most aspects of daily life can be conducted online, including socialising, shopping, learning and engaging with the world around them, and the lines between the online and offline life are becoming increasingly blurred. OFCOM, (2019) reports that 82% of 5-7-year-olds go online regularly, averaging 9.5 h per week, while for 12-15-year olds, 99% go online regularly, averaging 20.5 h per week. This increasingly technological world has influenced educational practice, with the use of technology in classrooms evolving from desktop computers, to interactive whiteboards, to the more recent use of tablets and other mobile devices to deliver the school curriculum. A recent development (UNCRC, 2021) has seen the Convention on the Rights of the Child adopt General Comment 25 which recognises children's rights in the digital world. This includes children's right to the educational benefits that technology can bring, and places responsibilities on States to ensure schools are equipped with the infrastructure, knowledge and skills to support this. Access to technology in the classroom is increasing, however remains disparate across the globe. OECD (2015) reported that in 2012, 72% of 15-year-olds in OECD countries use a computer, laptop or tablet at school (unchanged from 2009), although usage in some countries was as low as 50%. The latest OECD (2020) figures report a global average of almost one computer for every 15-year-old pupil, with variation between 1.25 computers per pupil in countries such as UK or United States, and 0.25 computers per pupil in countries suchas Brazil or Greece. While these figures do not reflect practice in primary-aged schools, they give some idea of the scale of usage and the potential impact for children and young people around the world.For this reason, the role and impact of technology in the classroom has been a growing area of interest for researchers, spanning topics including the impact on educational outcomes (such as reading, numeracy attainment and critical thinking) (e.g., Bebell & Pedulla, 2015); classroom interaction and pupil motivation to learn (e.g.,

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Bring Your Own Device (BYOD) and Teacher pedagogy in a New Zealand primary school

Cited by 3 publications

References 6 publications

Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Οι απόψεις των εκπαιδευτικών της Δευτεροβάθμιας εκπαίδευσης ως προς την εφαρμογή του μοντέλου «Bring Your Own Device (BYOD)» στην εκπαιδευτική διαδικασία

PROTOCOL: A systematic review of mobile device use in the primary school classroom and its impact on pupil literacy and numeracy attainment

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