BYOD implementation model in Malaysian schools: The perception and readiness of parents, schools, and teachers

Abstract

The proliferation of digital technologies has brought upon new possibilities in revolutionizing education. Learning is no longer constrained to face-toface interaction, but it is opened up to a whole new dynamic of interactive online classrooms. Correspondingly, the Ministry of Education Malaysia (MOE) has embarked on the 21 st Century Learning, which focuses on technology as an enabler. As such, Bring Your Own Device (BYOD) implementation can be seen as an effective cost mitigation strategy to lessen the government's burden on providing the optimal 21 st century pedagogical ecosystem. The previous studies found six important factors of BYOD's implementation, which are infrastructure, safety, knowledge, community, health, and culture. Malaysia is also aiming towards BYOD's implementation; however, the policy is only focused on four factors, namely knowledge, community, infrastructure, and security, with limited descriptions of each factor. Therefore, this paper aims to discuss all the identified factors and propose a model to implement the BYOD implementation at school. This is a two-pronged study in which an optimal BYOD implementation model is proposed and subsequently, a quantitative analysis on the perception and readiness of schools, teachers and parents towards BYOD is discussed. Due to the disruptive nature of BYOD, the majority means of parents' responses lean more towards the negative spectrum of the Likert scale. Hence, several proactive recommendations are suggested to ensure BYOD a fruitful pursuit.

BYOD technology as an instrument of modernization of training of future English language teachers (future foreign philologists)

“…The findings show that these functions include the following: content dissemination and explanation of new learning material 39 , enhancement of students' motivation to learning and future professional activities as well as to acquire skills to operate new technologies and devices on the principles of gamification 40,41 , improvement of new knowledge in foreign language like vocabulary, grammar, etc. 42,43 , practicing of new skills among students like writing, listening, speaking, or reading 44 , learning additional information and studying extended educational materials 45 , efficient organization of selfeducation and involvement of students into independent work 46 . Table 3 shows the analysis of BYOD applications and description of their functions in the process of training of future English language teachers (future foreign philologists).…”