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Integrating a BYOD Program in High School English: Advantage or Distraction?
PROCEEDING

, , UOIT, Canada

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

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 October 18, 2019 from .

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