The Implementation of Bring Your Own Device (BYOD) in Primary [Elementary] Schools

McLean, Karen

doi:10.3389/fpsyg.2016.01739

Cited by 29 publications

(17 citation statements)

References 14 publications

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“…Other countries around world are promoting Bring Your Own Device (BYOD) strategies [27]. This is different from the perspective of the interviewees in this study of children's usage of ICT in an on-site learning environment.…”

Section: Eyesight Care Cannot Be Overlookedmentioning

confidence: 70%

“…A great many researchers define ICT as a tool that provides multiple opportunities for teachers to enhance their performance in early childhood practices [16][17][18][19][20][21][22][23][24]. Apart from the successful implementation of ICT in various course subjects [25][26][27][28][29][30], it is also suggested in previous studies that some factors impede the implementation of ICT for teaching and learning, such as a negative attitude toward the influence of technology, the lack of internet access and technological facilities and equipment, the poor condition of the existing physical infrastructure, and teachers who are underqualified to implement and use ICT technologies [17].…”

Section: Literature Reviewmentioning

confidence: 99%

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Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan

Chen

Lin

et al. 2018

Sustainability

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The aim of this study is to explore preschool teachers’ perception of the application of information communication technology in Taiwan using qualitative methodology in the form of interpretive phenomenology. Snowball sampling was used to select fourteen preschool teachers from public preschools. The data was collected from fourteen preschool teachers using one-to-one, semi-structured in-depth interviews, each of which lasted for one to two hours based on the guidelines for semi-structured interviews. The interviews were taped, recorded, and transcribed for the main textual analysis, which was based on a thematic analysis. Five themes were identified: (1) a formative and explorative growth process, (2) information devices: at once plentiful and limited, (3) decisions between control and freedom, (4) parent-teacher communications, and (5) trend-driven resource integration. Suggestions and implications for the utilization of ICT in classroom practice and its implementation in the curriculum are discussed.

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Section: Eyesight Care Cannot Be Overlookedmentioning

confidence: 70%

Section: Literature Reviewmentioning

confidence: 99%

Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan

Chen

Lin

et al. 2018

Sustainability

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show abstract

“…It can also be used as an evaluation tool to measure the impact of BYOD in the classroom. A study has shown that teachers acknowledged this framework positively (McLean, 2016). This study also found that BYOD had a positive impact on the use of technologies in the classroom.…”

Section: Pedagogy-based Technology Infusionmentioning

confidence: 52%

“…1 shows a DSAP Framework consists of four major areas where technology can be used in teaching and learning. It serves as a quick start guide for BYOD pilot teachers to integrate technology in ways that improve teaching and learning efficacy (McLean, 2016). It can also be used as an evaluation tool to measure the impact of BYOD in the classroom.…”

Section: Pedagogy-based Technology Infusionmentioning

confidence: 99%

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

al.¹

2020

Int. j. adv. appl. sci.

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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.

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“…inequalities toward accessing and using technological devices), it would be unrealistic to imagine that BYOD would bring success to that context (Bring your own Device (BYOD) for Learning, 2017). Therefore, many scholars and organizations (Bring your own Device (BYOD) for Learning, 2017; Cheng, 2016;Downer & Bhattacharya, 2015;Garba, Armarego & Murray, 2015;Harris, Patten & Regan, 2013;McLean, 2016;Putri & Hovav, 2015) highlighted that BYOD implementations into different contexts still require further study to be successfully deployed.…”

Section: Introductionmentioning

confidence: 99%

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

Tınmaz¹,

Lee²

2019

PER

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The Implementation of Bring Your Own Device (BYOD) in Primary [Elementary] Schools

Cited by 29 publications

References 14 publications

Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan

Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan

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

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

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