Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD
Boris Handal, The University of Notre Dame Australia, Australia ; Robert Ritter, The University of Alberta, Canada ; David Marcovitz, Loyola University Maryland, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research attempts to explore the mobile learning (ML) implementation models adopted by school systems in Canada and the United States. Within an interpretative approach it will look at the instructional, curricular and organizational issues involved in the implementation of large scale mobile learning programs in order to inform policy in Australia. The two main models for providing mobile technology to students, either ‘bring your own device’ (BYOD) or organization provided device (OPD) will be used to examine their implications on the three aforementioned issues. The research will be conducted through interviews to teachers, teacher educators and educational leaders. Additionally, the research will be additionally guided by the Technological Pedagogical Content Knowledge (TPACK) model which advocates the integration of technology, pedagogy and content in the use of mobile devices in the school curriculum.
Handal, B., Ritter, R. & Marcovitz, D. (2014). Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 796-801). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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- Boris Handal EdMedia 2014 presentation_24June2014.pptx (Access with Subscription)