SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE BRING YOUR OWN DEVICE (BYOD) TECHNOLOGY POLICY AND PRACTICES

Abstract

Abstract Malloy, Prestal J., Secondary Teachers’ and Students’ Perceptions of the BYOD Policy. Doctor of Education (Executive Educational Leadership), May, 2019, Houston Baptist University, Houston, Texas. In recent years, technology integration and innovation have been an intriguing topic that educators discuss frequently when trying to make connections between student engagement and student learning. Many institutions have begun incorporating their own Bring Your Own Device programs, which allow students to utilize their personal mobile technology to support their learning. Bring Your Own Device programs are implemented in many areas as an attempt to satisfy budget restrictions, increase student participation and ultimately, positively impact student learning and achievement. Further research needs to be conducted to determine if BYOD policies and practices have any impact on students’ abilities to build and receive knowledge. The purpose of this mixed methods case study was to examine secondary teachers’ and students’ perceptions of the BYOD technology policy and practices to support student learning. In doing so, the study sought to unveil both barriers and best practices when implementing BYOD programs on a secondary school campus. The study also aimed to identify if relationships existed between secondary teachers’ and students’ perceptions of BYOD practices to support student learning. The mixed methods case study was conducted in a suburban high school in the southwest region of Texas. The participants included 11 teachers who taught either ninth or tenth grade English and 270 ninth and tenth grade students. Data was obtained through paper based and online surveys. The findings revealed that teachers were not hesitant in utilizing BYOD practices with their students. They leveraged cell phones for content delivery, engagement and personalized instruction for students. However, they questioned the effectiveness of BYOD due to the amount of distractions and lack of control they experienced when they invited cell phones in the classroom. On the other hand, students embraced the BYOD environment and explained that they felt more creative and efficient when they were allowed to access their phones during class. Yet, they were limited in discovering ways to utilize their personal technology for educational purposes without their teachers’ guidance. Despite the disconnect between the two target groups, BYOD can be effective as long as there are clear expectations, well planned lessons and opportunities for professional development. Keywords: Bring Your Own Device, Digital Divide, Digital Immigrants, Digital Innovation, Digital Natives, One-to-One Initiative,