Integrating a BYOD Program in High School English: Advantage or Distraction? PROCEEDING
Robin Kay, Derrick Schellenberg, UOIT, Canada
EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
While laptop programs have been investigated extensively, Bring Your Own Device (BYOD) programs, which have a unique set of features, have not been examined, particularly at the secondary school level. This study explored the effectiveness of a BYOD approach to teaching high school English over a four-month semester. Using a mixed methods design, we asked 80 students (32 males, 48 females) about their perceptions of engagement and learning. A majority of students claimed they were engaged as a direct result of using technology. Students also perceived computer use to have a positive impact on their learning with respect to productivity, accessibility, understanding, quality, writing, communication, organization, collaboration, and feedback. In some cases, though, students were distracted by their devices.
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD Program in High School English: Advantage or Distraction?. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 12-16). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/178297/.
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