Running head: BYOD IN THE CLASSROOM 1

Investigating BYOD in the Classroom

Vanessa Bundrage

University of West Georgia

BYOD IN THE CLASSROOM 2

Investigating BYOD in the Classroom

Introduction

The bring-your-own-device or technology (BYOD/BYOT) sensation, which first

appeared in the workplace, has now landed in the K-12 classroom. Bring your own device is a

program that allows staff and students to bring their personal computing devices on campus and

connect them to a district wireless network that provides filtered internet access (Ray, 2013).

In todays K-12 schools, teachers are expected to integrate technology into the classroom

teaching and learning experience. Since the overall goal of schools is to prepare students to be

successful in this global society, teaching and learning with technology is inevitable. Since the

1980s, teachers have been charged with the responsibility of using technology into K-12

classrooms (Grant, et al. 2015). Since computers hit the education scene, educators have tested

every conceivable technological advance within their curriculums. First, it was computer labs

with desktop computers, then desktops in the classrooms. Laptop carts followed, with one-to-

one net book programs not too far behind (Hill, 2011, p. 22). With soring budget cuts that

many school districts are facing, schools are finding ways to maintain the technological curve

that the real world embraces and finds necessary for daily work habits (Hill, 2011, p.22).

Therefore, there has been a growing interest in the bring- your-own-device (or technology),

BYOD/BYOT policies in K-12 schools (Grant, et al. 2015). Only recently has the push been to

incorporate mobile devices such as cell phones, smartphones and tablet computers (Grant, et al.

2015). According to Project Tomorrow, 2014, school principals increasingly support bring-

your-own-device (BYOD) initiatives. Forty-one percent of principals surveyed allowed students

to use their own devices in the 2013 school year, while only twenty-two percent did so in 2010.

While only ten percent of principals allow full-scale BYOD, this represents an increase from
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2010 when just three percent of principals reported the same (Burns-Sardone, 2014).

According to an online survey conducted by THE Journal, although the bring-your-own-device

or BYO-technology programs in schools are not the most preferred way many educators want to

incorporate technology into the classroom, many are willing to consider it (Schaffhauser, &

Nagel, 2016).

Objective

With the momentum of BYOD in K-12 school districts, the purpose of this study is to

evaluate prevalence and potential of BYOD in the classroom. What are some benefits that

teachers are witnessing and experiencing with the use of BYOD in the classroom? What

concerns do teachers have regarding BYOD in the classroom? And lastly, what barriers are

teachers facing with implementing BYOD? These questions are the focus of this quantitative

approach.

Literature Review

The rapid adoption of BYOD by K-12 school districts across this nation is changing the

way teachers teach and the way students learn. BYOD is revolutionizing many K-12 classrooms

globally. What teachers once viewed as a distraction is now being used to propel students into

21st century learning. The potential that BYOD brings to the classroom has caused many

teachers to change their teaching strategies. Although some teachers are just using mobile

devices in the classroom for research and study tools, many others are embracing BYOD and

planning their entire lessons and teaching strategies around it.

Benefits

Implementing BYOD provides many benefits for students. BYOD promotes student-

centered learning rather than the sage on the stage type of environment (Tilton, 2013).
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Students access to the Web helps them solve problems, create work, and creates a more

meaningful learning experience (Tilton, 2013) where learning is more authentic. BYOD also

allows for easier implementation of differentiated instruction. Even further, according to Hill

(2011), because some students need guidance in evaluating and synthesizing information gained

through mobile devices, BYOD helps establish the one to one and small group that some

students need; therefore raising the value of the teacher. Hill (2011), states that with BYOD,

students are taking greater ownership of their device and what it allows them to do with it (p.

24). It is also noted that BYOD opens the door for a more collaborative environment between

teacher to student as well as student to student (Grant et al. 2015). According to Ackermam &

Krupp, (2012) BYOD provides the platform for which students become active participants in

learning inside and outside of the classroom setting by enabling them to use their personal

devices and connect with school network (p. 35). Another benefit that many researchers note is

student engagement and excitement for learning (Burns-Sardone, 2014, Hill, 2011, Schaffhauser,

& Nagel, 2016, & Tilton 2013). One fourth grade teacher at St. Marys in Ohio says that A lot

of my unmotivated students have become more motivated using these devices (Hill, 2011, p.

24).

Some research, though limited, are showing trends of learning effectiveness with the use

of mobile devices. Burns-Sardone (2014) shares a study that showed learning effectiveness

when students were allowed to use their cell phones on a state test to boil down the main points

of the stanzas. Students with cell phones got 80 percent of the questions about the poem correct

as opposed to students who were taught the same material in the traditional way who scored 40

percent correct (Burns-Sardone, 2014). Findings in another study revealed some positive

effects of media learning devices (MLDs) in regards to student performance on standardized

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assessments (Cristol & Gimbert, 2013). Even more enlightening is the positive trend revealed

throughout the total district of students who utilized MLDs as compared to their peers who did

not utilize MLDs(Cristol & Gimbert, 2013). It is important to note that this study was conducted

in a BYOD environment (Cristol & Gimbert, 2013).

Concerns and Barriers

It is evident that a BYOD program has its upsides when it comes to teaching and learning

in the classroom; however, there are also some concerns and frustrations associated with this

type of mobile learning. One of the most noted concerns for teachers and students is the inability

to access the resources they really need because of school firewalls and filters (Hill, 2011).

According to a survey conducted by Project Tomorrow Speak Up, 2010, Seventy-one percent of

high school students and 62% middle school students polled believed that the number one way

that schools could make learning easier was to allow greater access to digital content and

resources that firewalls and filters currently block (Hill, 2011, p. 25). However, because of e-

rate funding, schools are mandated by the Child Internet Protection Act to provide filtering

students from inappropriate content.

Another concern that teachers have regarding BYOD is equity. When students are

allowed to bring their own device to school it can sometimes create an atmosphere of the haves

and have nots where some students possess the latest mobile device and others may have an

older less powerful model (Tilton, 2013). Even more concerning are students with no device at

all because they cant afford one (Tilton, 2013). Many schools are addressing this problem by

providing extra devices for students who them (Tilton, 2013).

There is also the concern of inadequate infrastructures to support multiple mobile

devices, and with many BYOD programs, school districts tend to disregard the need to support
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student devices and are only concerned with supporting their own hardware (Tilton, 2013).

Maintaining a strong wireless network and bandwidth is paramount when implementing a BYOD

program (Tilton, 2013).

Another concern for teachers when implementing BYOD in the classroom is the lack of

proper training. In order for teachers to effectively implement and manage BYOD in the

classroom they must have professional development that is content oriented and focus on

pedagogy with sustained learning opportunities over time (Grant et al. 2015). According to a

qualitative research study, teachers who received some type of professional development, felt

that it was useful in becoming more adept at integrating mobile computing devices (MCDs) in

their classroomswhether or not the professional development included a curricular or

pedagogical focus (Grant et al. 2015).

Methods

This case study will use a qualitative approach. A survey research design will be used to

gather information about teachers attitudes regarding the use of BYOD in the classroom.

Sample

A convenience sample that best represents the schools population will be used in this

study. The research study will be conducted at a Title I middle school located in the middle

Georgia area. The sample for this study will include eighth grade teachers (n=14). Five teachers

teach gifted and advanced placement students, where class size averages 16 students, two

interrelated teachers who co-teach, and seven regular education teachers, where class size

averages 25 students. Classes with co-teachers average 27 students. Genders of participants are

five males and nine females.

Instrumentation
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A web-based survey will be used to collect data. The aim of this study is to obtain an

understanding of the perceptions of teachers regarding the use of BYOD in the classroom. The

survey will consist of closed-ended questions in an effort to gain a clear understanding of

teachers attitudes toward BYOD. However, at the end of the survey, teachers will be allowed to

provide any comments with respect to the BYOD program.

Data Analysis

The closed-ended survey responses will be analyzed using Excel. The data will be coded

by assigning a number for each response choice and a key explaining the coding for each

question. A general theme will be noted for the open-ended question provided at the end of

survey.

Once the response rate is calculated, an item analysis will be performed to obtain the

response frequencies and percentages of each question. Cross-tabulations will also be computed

in an effort to highlight contrasts between groups of participants or consistencies across groups.

The study will perform a cross-tabulation of the use of BYOD and the subject area taught.

Scholarly Significance and Limitations

Since public schools are not financially able to provide one-to-one digital learning

devices, BYOD may be the last best chance to create a digital learning environment (Burns-

Sardone, 2014). The purpose of this study is to understand teachers perceptions and use of

BYOD in the classroom. Obtaining an understanding from teachers as to the pros and cons of

BYOD will generate effective discussions and provide direction for training in order to better

promote the use of BYOD in public education.

The limitations associated with this study are relative to all survey research. The small

sample size of 14 participants limits the ability to generalize the finding to larger populations.
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Conducting research at a Title I middle school also adds limitation to its external validity in

regards to non-Title I middle schools. However, this study may provide insight into the

challenges that teachers face when incorporating the BYOD program in a Title I school setting;

therefore, creating an opportunity to overcome barriers to the BYOD program.

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References

Ackerman, A. S. & Krupp, M.L. (2012). Five components to consider for BYOT/BYOD. In

Proceedings of the International Association for Development of the Information Society

Conference, pp. 35-41. Retrieved September 2016 from http://eric.ed.gov/?id=ED542652

Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education. Issues in

Informing Science and Information Technology, 11, 191-201. Retrieved September 2016

from http://iisit.org/Vol11/IISITv11p191-201Sardone0505.pdf

Cristol, D., & Gimbert, B. (2013). Academic achievement in BYOD classrooms. In Proceedings

of 12th World Conference on Mobile and Contextual Learning, pp. 1-6. Retrieved

September 2016 from

http://www.qscience.com/doi/pdfplus/10.5339/qproc.2013.mlearn.15

Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K. (2015). Teaching and

learning with mobile computing devices: Case study in K-12 classrooms. TechTrends,

59(4), 32-45.

Hill, R. A. (2011). Mobile digital devices: Dipping your toes in technical waters. Teacher

Libarian, 39(1), 22-26.

Schaffhauser, D., & Nagal, D. (2016). Teaching with tech: A love (and hate) story. The Journal,

6-15.

Tilton, J. (2013). Implementing bring your own device and one-to-one device computing

programs in K-12 schools. Retrieved September 2016 from

http://www.jennifertilton.com/uploads/2/3/2/7/23274730/lit_review_tilton_final.docx

Vanwelsenaers, M. (2012). Students using their own technology device in the classroom: Can

BYOD increase motivation and learning. Retrieved September 2016 from

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https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Vanwelsenaers_M
arc_MP.pdf
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Assignment II: Research Proposal (including the Methods Section)/ (30p)

Directions:

The purpose of this assignment is to write a full research proposal. This proposal will include the sections
developed for Assignment I, along with the feedback provided for this assignment. Additionally,
Assignment II will include two new sections: Methods, and Scholarly Significance and Limitations.
Therefore, your proposal will include the following subtitles:

Introduction (revised from Assignment 1)

Objectives (revised from Assignment 1)
Literature Review (revised from Assignment 1)
Methods (new section)
Scholarly Significance and Limitations (new section)

The entire narrative will be up to 6 pages long and will follow the APA writing and formatting guidelines.
A template for the proposal and the grading rubric are provided below. The template provides only
guidelines for the narrative. Minor changes can be made to this template if needed.
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Section Not Evident Emerging Proficient Exemplary

I. Introduction (1 page) 3 points
This section should include: 0 1 2 3
Background Information Information is Information is Information is
not provided. provided but relevant and relevant,
is unclear, adequate for sufficient, and
insufficient, the proposed clearly
or irrelevant. study. supports the
proposed
study.
Statement of the research Information The research The research The research
problem and rationale for not provided. problem is problem is problem is
the study stated, but is clearly stated clearly stated,
unclear, too and is relevant, and
broad/narrow researchable. researchable.
or irrelevant. Strong Rationale is
The rationale rationale extremely
for the study provided. The clear,
is unclear or rationale compelling,
weak. statement and clearly
generally supports the
justifies the research
research questions.
questions. There is a
clear link
between the
rationale and
the research
questions.
Objectives (1 page) 3 points
Purpose 0 1 2 3
The goals are Purpose is not Purpose is Exceptionally
not stated. clearly clearly clear in
described. described. purpose.
Goals are Goals are Goals are
stated but are realistic, realistic,
unclear, adequately clearly stated,
irrelevant, or stated and and clearly
too generally aligned with
broad/narrow aligned with the research
. the research problem.
problem.
 BYOD IN THE CLASSROOM 13

Research Questions and Information Questions/ Generally, Research

Hypotheses/ Propositions not provided hypotheses/ questions questions are
or no basis for propositions have proper clear, concise,
judgment. are missing, scope, are feasible, of
weak, or realistic, proper scope,
unclear. feasible, and and answer
Questions not adequately the purpose.
of sufficient phrased.
scope or are Each research
not feasible. question is
correctly
phrased, and
addresses
only one
aspect of the
research
problem.

All key
Definitions of key Definitions for concepts/ter
concepts used in the Key key Definitions for ms are clearly
research questions concepts/term concepts/ter key defined/
s are not ms are concepts/ter explained.
defined. provided but ms are
are inaccurate provided and
or unclear. generally
adequate.
Literature Review (2 pages) 3 points
Criteria: 0 1 2 3
Critical review of literature Information is Findings from Some Evidence of
Relevance not provided, leading evidence of sound
Conceptual/Theoretical irrelevant, researchers satisfactory knowledge
framework incomplete, are included knowledge and critical
Alignment and or with minimal with limited review of the
inaccurate. critical critical review literature
commentary. of the relevant to
relevant the study.
Cited literature, but
literature may with gaps and Developed a
not be or omissions. clear,
relevant to appropriate,
the study. Conceptual/ and justified
theoretical conceptual/
 BYOD IN THE CLASSROOM 14

framework is theoretical
included; framework
however it is for the
not fully research.
developed or
justified.
Methods (1.5 pages) 16 points
Type of study and research design 0 1 2 3
No selection or Research Research Research
justification of approach and approach and approach and
research design are design design are
approach and unclear, minimally realistic,
design. inappropriate, address the feasible,
or research clearly
underdevelop questions and described,
ed. goals. and aligned
with the
research
questions and
goals.
Sampling 0 1 2 3-4
Little or no Limited Reasonable Sampling
evidence of a evidence of evidence of a procedure is
sampling an feasible optimally
procedure. appropriate sampling chosen, fully
sampling procedure. justified, and
procedure. feasible.
Instrumentation 0 1 2 3-4
No Information is Instrumentati Instrumentati
information limited or on is on is
provided. instrumentati described and optimally
on is can provide chosen,
inadequate. the clearly
information described,
needed to and feasible.
respond to
the research
question(s).
Data Analysis 0 1 2-3 4-5
Little or no Limited Reasonable Clear
evidence of a evidence of evidence of a evidence of
data analysis an realistic data applying
plan. appropriate analysis plan. appropriate
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data analysis data analysis

plan. A general procedures,
description of which
The the data adequately
description of analysis address
data analysis procedures is research
procedures is provided. questions and
incomplete or goals.
contains Criteria for Procedures
inaccuracies. the are
interpretation adequately
Criteria for of results are described.
the incomplete.
interpretation The type of
of results are results
incorrect or provided by
are not these
provided. methods is
indicated and
criteria for
interpretation
are fully and
accurately
explained.
Scholarly Significance and Limitations (1/2 pages) 3 points
Criteria: 0 1 2 3
Practical and theoretical No Minimal Recognition Recognition
implications information recognition of of some and adequate
Limitations provided. the contributions explanation of
contributions and/or the practical
and limitations of and
limitations of the study. theoretical
the study. contributions
and
limitations of
the study.
Presentation and Writing - 2 points
Criteria: 0 1 2
Clarity Generally poor Reasonably Clear and
Writing mechanics use of English clear and correct use of
APA characterized correct use of English
by numerous English characterized
errors, unclear, characterized by a clear
 BYOD IN THE CLASSROOM 16

incorrect by generally style of

and/or illogical clear expression,
statements. expression, with few
with relatively imprecise
few imprecise and/or
and/or incorrect
incorrect statements.
statements.
Total: /30