As the landscape of society’s interaction with technology continues to
shift and grow, so too, does the relationship of technology within the world of
education. The reality that today’s
students will be interacting with devices in unprecedented ways is juxtaposed by
the simultaneous reality that many schools are having a difficult time keeping
up with the new technological demands.
The world is transitioning faster than most schools can keep up, bound
by financial constraints and limited resources.
One way to combat this issue is to allow students bring their own
devices from home, commonly referred to as Bring Your Own Device (or BYOD). I’ve never been a fan of the acronym, fearing
I am going to say another acronym quite close but quite different in meaning to
my 5th and 6th grade students. Still, I am intrigued with this concept, and
have been looking for ways to try and bring such an initiative to my own
campus.
Recently, I read a
study conducted by David Parsons and Janak Adhikari (2016) which follows the
implementation of a BYOD initiative at a secondary school in New Zealand from
the initial public inquiries of starting such a program to the full
implementation 5 years later. The specific paper covered perceptions of three
of the main stakeholders in the initiative over the first three years- the
teachers, the students, and the parents (Parsons & Adhikari, 2016). Their study discussed the positive and
negative views from all three groups concerning the areas of structure, agency,
and cultural practices.
According to
Parsons & Adhikari, teachers seemed to be most receptive of the initiative,
despite some being more resistant to the change than others. The study noted that, with regards to
structure, most teachers were encouraged by the direction classes took toward
being more student centered. The agency of students and teachers, as perceived
by the teachers, improved with time, though it required much more guidance to
train students in technical programs than many teachers anticipated (Parsons
& Adhikari, 2016). The researchers
observed cultural practices shifted under implementation, and teachers found
they were able to provide more immediate feedback to their students, even if
this resulted in less face to face interactions. There were concerns that the traditional
curriculum and the state standardized testing was not necessarily in line with
such formatting, and Parsons & Adhikari noted there were also concerns expressed
about some students having devices while others did not. The researchers determined that overall,
teachers’ perception of the initiative was a positive one. Despite concerns, most teachers remained
optimistic that the initiative would continue to be refined and improved with
positive outcomes (Parsons & Adhikari, 2016).
According to the
research, students had a surprisingly balanced perception of the initiative,
shedding light on the mature stance many teenagers take toward the
responsibilities that living in a digital world demands, even if they might not
yet be fully equipped to deal with such responsibilities. While most students were eager about the
initiative, they were not unaware of its shortcomings. Structurally, students were concerned about
the mix of devices (some students had iPads, while others had tablets, etc.) (Parsons
& Adhikari, 2016). The researchers pointed out that this
sometimes produced issues when a program worked on one device, but not another. Students also mentioned the possibility for
off task behavior, both by themselves and others in the class (Parsons &
Adhikari, 2016). Another student concern, according to the
researchers. was their desire to still create things outside a digital space-
just because students had access to a device all the time did not mean they
wanted to use it all the time. At the
same time, students felt their handwriting skills were faltering due to the
increased use of technology (Parsons & Adhikari, 2016). One of the biggest positives for the students
was their access to resources and their ability to communicate, including
communication with classmates when they were sick or absent (Parsons &
Adhikari, 2016). For an age group
motivated by peer interaction, this was a huge advantage. Another positive uncovered in the study was a
feeling students had of being more productive.
Overall, the researchers found that the students felt the initiative was
beneficial; however, they felt it was in need of some adaptations.
Perhaps the least
receptive to the initiative, according to Parsons and Adhikari’s findings, were
the parents. Structurally speaking, parents
realized that there was a need for their children to be well versed in
technology as it is paramount to today’s society (Parsons & Adhikari, 2016). Parents did note some positives with the
initiative, not the least of which being the increased motivation many of the
students had, even those with learning disabilities (Parsons & Adhikari,
2016). The researchers observed that
parents were encouraged by the students’ growth and independence as learners, as
well as their increased computer literacy and self-management. A common concern throughout the study, though,
was the decrease in parent engagement, as parents were not always aware of how
to function within the programs and students were not always open to
sharing. Another concern was the
decrease in traditional learning and retention of knowledge, as students always
had access to information at their fingertips (Parsons & Adhikari, 2016). Parents were concerned that their students
were always connected to devices, and they also perceived a decrease in verbal
communication and less interest in outdoor activities (Parsons & Adhikari,
2016). One thing noted by the researchers is that the students in the study
were 13-14 years old, and such a time is already full of transition for parents
and children. Parents seemed to struggle
with the knowledge that their children needed a different kind of education
than the one they received and the desire for their children to have the same
kind of education that they received (Parsons & Adhikari, 2016).
As someone who is determined to start a BYOD
initiative at my own school, these insights were invaluable to me. Considering the viewpoints of all
stakeholders, as well as researching successful implementations of others is a
great starting point. There were some
things that Parsons and Adhikari noted in their study that might not have even
entered my mind- for instance, the feelings a parent might have that they are
less connected to their student because of using devices more, or the concern a
student might have of losing their handwriting ability. I find myself ready to learn from their
successes and shortcomings as I look to introduce this to my own school
community. I also feel that initiating
such a program in the library might be a good way to introduce it to teachers
and students.
Ideally, a BYOD initiative would encompass the whole
school. However, strong utilization of
such a program within the library would not only strengthen the abilities of
students within the library walls, but it would also transfer to their other
classrooms and areas of life. One of the
main goals of a good librarian should be to create self-directed learners, and
our students need to know how to direct themselves utilizing real world tools. Students who can effectively use their own
devices for research or for reading or for collaboration, being able to
determine appropriate uses of programs and how to create and communicate the
things they are thinking- these are the kinds of learners we should be striving
to produce. While some teachers might be
reluctant to embrace such a program in their own classrooms, seeing what
students are capable of doing when using their own devices within the library
will hopefully help to assuage such fears.
There is the added benefit of all students coming to the library (at
least at my school campus), so all students would have an opportunity to learn
in such an environment, despite any hesitation their classroom teachers might
have. Using the library as a learning laboratory, in which not only students
but also teachers are learning and growing, is key to a successful school. Making the space a place where students and
teachers and teacher librarians and administration can learn and fail and
reevaluate and learn and grow is something I aspire to.
The school in New Zealand did not get everything
perfect when they started their BYOD implementation. However, they didn’t give up when things
didn’t go as planned, either. Through
feedback, reflection, and refinement, they continue to improve the program for
the entire community. I am inspired by their actions, and hope to someday soon
follow in their footsteps.
References:
Parsons, D.,
& Adhikari, J. (2016). Bring your own device to secondary school: The
perceptions of teachers, students and parents. Electronic Journal of E-Learning, 14(1), 66-79. Retrieved from
http://libproxy.library.unt.edu:2200/ehost/pdfviewer/pdfviewer?sid=58c31a57-668d-4e72-83cd-57a3a7dc54bb%40sessionmgr105&vid=3&hid=128
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