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Journal Article

Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents  pp66-80

David Parsons, Janak Adhikari

© Apr 2016 Volume 14 Issue 1, ECEL 2015, Editor: Amanda Jefferies and Marija Cubric, pp1 - 80

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Abstract: This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the trans formation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the chal lenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of st ructures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain rel ationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one‑to‑one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agen cy within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency an d cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an a rea where agency may be most problematic, it i


Keywords: Keywords: BYOD, secondary school, survey, sociocultural framework


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