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Teacher’s Perceptions of Bring Your Own Device in the High School Classroomby

Leslie Crawford

TABLE OF CONTENTS

(If you right click on the contents and select update fields, you can automatically change the page

numbers to match the section headers.)

Chapter Page

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ORIENTATION TO THE PROBLEM................................................................1Statement of the Problem.....................................................................................1Statement of Purpose............................................................................................2Research Questions..............................................................................................3Theoretical/Conceptual Framework.....................................................................3Significance..........................................................................................................4Definition of Terms..............................................................................................5Summary...............................................................................................................5

REVIEW OF THE LITERATURE......................................................................61:1 Laptop Initiative.............................................................................................6Personal Devices..................................................................................................9Summary.............................................................................................................11

METHODOLOGY.............................................................................................12Research Design.................................................................................................12Bounds of Case...................................................................................................13Participants.........................................................................................................14Research Context................................................................................................15Researcher Background and Role......................................................................16Data Collection...................................................................................................18Reliability and Validity/Credibility and Consistency.........................................22Ethical Considerations........................................................................................23Summary.............................................................................................................24

DATA PRESENTATION..................................................................................25Summary.............................................................................................................28

DISCUSSION.....................................................................................................29Conclusions........................................................................................................29Recommendations..............................................................................................31Implications........................................................................................................31

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Appendix AAppendix BAppendix CAppendix DAppendix EAppendix FAppendix G

References

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CHAPTER 1

ORIENTATION TO THE PROBLEM

Technology has become an extension of people, and, as Kavanaugh, Puckett, & Tatar

(2013) explain, the “lack of information technology competence is truly a handicap” (p. 274).

Everywhere you look people are talking, networking, or using technology for communication,

collaboration, and productivity. This connection to technology has quickly extended to students,

with many students owning their own smart phone or tablet. Essentially, the majority of students

in middle and high schools are walking around with little computers in their pockets, yet there

are schools across the country that punish students for having those devices in school. Many

school systems have chosen to embrace student technology use by implementing the Bring Your

Own Device (BYOD) initiative. As part of this initiative, students are able to bring their

electronic devices to school and use them in the classroom for educational purposes. Many

benefits, for both students and school systems, have been found in regards to learning,

motivation, and school budgeting. Downes & Bishop (2015) state “Many proponents assert that

providing students with ubiquitous access to computing devices holds great promise for

personalized instruction and enriched curriculum” (p. 1), but are these devices being used as

educational tools, or have they become distractions in the classroom? This qualitative study

seeks to research teacher’s perspectives of BYOD in the classroom as a tool for instruction.

Section I.01 Statement of the Problem

The increased emphasis on ubiquitous learning environments has prompted many schools

to find ways to increase technology use in the classroom. Due to cuts in state education budgets,

schools have been forced to find creative ways to create technology rich environments given

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limited resources and funding. Hower and Whitford (2015) claim “in a climate of shrinking

budgets, the option to bring your own device (BYOD) offers educators the benefit of enhancing

literacy by utilizing student-owned technology” (p. 16). Since 1 to 1 isn’t currently a feasible

financial option for the school system and many students already own portable devices, it was

determined by the board of education that the high school would pilot the BYOD initiative to

determine its effectiveness with academic instruction. If the initiative proved to be successful,

then it would be considered for implementation for grades 6 – 8. To address the challenges and

benefits teachers face when implementing BYOD in their classrooms, this study attempted to

determine teacher’s perspectives of using the BYOD model for instruction in the high school

classroom.

Section I.02 Statement of Purpose

Extensive research supports the benefits of using BYOD as a means for instruction when

school provided technology is unavailable. In a study conducted by Kiger and Herro (2015) it

was determined that educators saw many benefits to using mobile devices in classrooms to

increase student engagement, offer feedback, communicate, and extend learning beyond the

classroom. It was also found that students using mobile devices took ownership of their learning

when using mobile technologies, which prompted educators to restructure learning activities.

Another study, conducted by O’Bannon and Thomas (2014), revealed that teacher

perceptions of the usefulness of mobile phone features for school-related work varied according

to teacher age and technology proficiency. The study also revealed that teachers saw access,

cyber bullying, cheating, texting, sexting, and inappropriate content as barriers to technology use

in the classroom.

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Technology has great educational potential, but teachers also recognize that barriers stand

in the way of effective implementation. The purpose of this study is to determine teacher’s

perceptions in the high school classroom, and seek to address the issues brought forth by

educators to create a plan for implementation in the middle grades. The purpose of this

implementation plan is to encourage student achievement and technology use while also

addressing the concerns brought forth by teachers that have experience with BYOD

implementation.

Section I.03 Research Questions

1. What are teacher’s perspectives of the Bring Your Own Device (BYOD) initiative in

high school classrooms?

Section I.04 Theoretical/Conceptual Framework

The newest trend in education, as defined by laws and educational standards, is to prepare

students to be college and career ready. What does that mean? Kemker et al. (2007) explains that

teachers are asked to “move students beyond memorization of facts by creating experiences that

demand sustained, disciplined, and critical thinking on topics that have real-life relevance” (p.

307). When you look at careers we are preparing our students for, there are very few that don’t

include some type of technology. Students’ lives outside of school include social media, gaming,

texting, and other technology rich experiences. However, when students enter the classroom

those same technologies they use outside of school are grounds for disciplinary action if used

during school hours. If teachers are going to truly prepare students to be college and career

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ready, technology needs to be the vessel we use to encourage critical thinking and collaboration

among students. Our classrooms need to mirror the real world that students live in.

Not only is technology use necessary for preparing students to be college and career

ready, but it can also help to boost student motivation. In an article written by Downes & Bishop

(2015), it is stated “Researchers have also observed relationships between technology use in

schools and improvements in students’ attitudes toward learning, self-efficacy, behavior, and

technology proficiency” (p. 2). Allowing students to use their phones, tablets, and laptops for

classroom activities can increase their motivation to complete tasks which in turn causes them to

have higher rates of achievement. Using electronic devices can not only improve achievement,

but can also increase student efficiency. Kemker et al. (2007) suggests, “using computers as

tools for writing, data analysis, communication, and research encouraged students to read, write

and solve problems more effectively” (p. 318). While research clearly provides evidence that

technology in the classroom can have a positive impact on learning, there is little research

supporting teacher’s perspectives of technology use in the classroom or the pedagogical

approaches needed to plan, guide, and implement instruction using a variety of devices.

Section I.05 Significance

While research clearly outlines the benefits of BYOD, there has been little research to

determine its effectiveness in low-income schools with limited Internet connectivity for student

devices and limited teacher training. Information gained from this particular study is significant

because it gains the perspectives of teachers in a small, rural school system with limited

technology capabilities.

By gaining an understanding of teacher’s perceptions of the BYOD model in the high

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school classroom, school administrators and planning teams are provided with valuable

information that will shape implementation for the middle grades. Information gained by

discussing implementation with teachers that have already put the initiative into practice is an

invaluable asset to the school system, technology planning committee, high school

administration, and middle school administration. Through trial and error, these teachers have

already tested researched based practices in their own classrooms and determined which

strategies work and which need to be refined to meet the specific needs of the school system.

These teachers also offer a wealth of information that can guide school policy, classroom

management, and professional development needs.

Section I.06 Definition of Terms

Bring Your Own Device (BYOD) initiative refers to students bringing their own portable

technological devices, such as cell phones, laptops, or tablets to school. The intention of these

devices is for students to use them for classroom instruction while following school guidelines

for technology (Kiger & Herro, 2015).

Section I.07

Section I.08 Summary

The chapter provided an overview of the study to investigate teacher’s perceptions of the

BYOD initiative in high school classrooms.

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CHAPTER 2

REVIEW OF THE LITERATURE

The main research objective of this study was to investigate teacher perceptions of the

BYOD instructional model in the high school classroom. The following discussion is a review

of the related literature to specifically address the research objective: teacher perceptions of

BYOD in the high school classroom.

This chapter is organized into two sections: student engagement and achievement in

pervasive technology environments and issues surrounding technology rich learning

environments. The first section provides examples of literature to support the increase of student

motivation and achievement while using technology during instruction. The second section

presents literature that examines problems with classroom management, student behavior, and

security when using digital resources for instruction.

Section I.09 1:1 Laptop Initiative

In a research article by Hur and Oh (2012), three specific questions were addressed for

the study. The research sought to determine if laptop use increased test scores, increased student

engagement, and reduced numbers of students requiring private tutoring. The focus of the study

was a 1:1 laptop pilot initiative. The participants were an all-male seventh grade class in Korea.

It was hypothesized that the use of laptops in the classroom would increase student engagement

while simultaneously having a positive affect on the academic achievement of students and

therefore decreasing the need for outsourced tutoring. Students were interviewed to record

positive and negative experiences, and teachers provided written reflections that included

perceived effectiveness, issues during implementation, and suggestions for improvement. The

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study determined that there was no significant difference in test scores between laptop and non-

laptop users. However, in the beginning of the study teachers found a significant increase in

student motivation and cited “they were more actively engaged in information seeking,

discussions, and presentations” (Hur & Oh, 2012, p. 304). After the novelty wore off and

technical issues arose, student motivation decreased. The study cited time restrictions and

curriculum requirements as reasons for teachers to forgo creating engaging technology tasks thus

using laptops for less engaging uses such as internet searches and PowerPoint presentations. Data

showed that the lack of interest caused students to begin using laptops inappropriately and an

increase in distractions. Hur & Oh (2012) explain the need for instructional support, evaluation,

and substantial time for teachers to create engaging interactive lessons. They also emphasize the

impact that the teacher has on the success of a pervasive technology environment, which further

highlights the needs for professional development that focuses on technical skills and

instructional strategies when using 1:1 in the classroom. This study relates to the research study

by explaining the need for teacher preparation before implementing a new initiative.

A study by Downes & Bishop (2015) addressed two specific questions. This research

study investigates how 1:1 implementation aligns with middle school characteristics and the

tensions and opportunities that arise when teachers confront the challenges of 1:1. The focus of

this case study was a middle school team that began a 1:1 initiative over a four-year period. Data

collected through student and teacher interviews showed students regularly identified

technology-rich projects as their favorite activities where they learned through relevant

technology use. Not only was the technology found to be engaging, but students also found that

it assisted in creating more diverse and engaging learning. Downes & Bishop concluded that

teachers saw pervasive technology use as a vehicle for student engagement and authentic

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learning. Teachers identified the need for common planning time and lack of support as obstacles

when implementing 1:1 in the classroom (Downes & Bishop, 2015). This study provided

evidence that 1:1 technology can be successfully integrated into the middle school model

through the creation of a team culture, designing engaging curriculum, and following principles

of leadership and school organization. This study relates to the research study by providing

evidence that successful implementation of a program is contingent upon support and a direct

plan or implementation.

Finally, a study conducted by Kemker, Barron, and Hames (2007) investigated the

integration of 1:1 laptop use in an elementary classroom. The objective of this study was to 1)

identify an elementary school where the majority of the students qualify for free or reduced

lunch, 2) implement a one-to-one laptop program that centers on authentic tasks, 3) collect data

related to classroom management, student behavior, and authentic assessments, and 4) create a

resource website for teachers and administrators. This two year study used a mixed methods

approach to gather data through classroom observations, lesson plans, student work, student

interviews, and interviews with the teacher. The teacher’s treatment of the laptops through

modeling and not over-emphasizing their worth resulted in maltreatment not being a problem

among students. Examples of student work was collected and stored digitally to create a “digital

filing cabinet” where work was stored in one location. From student interviews, it was found that

physical movement helped to hold the students attention. Students were engaged in the lessons

and benefitted from multiple approaches to instruction. From teacher interviews it was

determined that technology use created a student-centered classroom, students with low reading

and writing benefitted from programs such as iMovie, technology allowed learning to happen

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anywhere, technology motivated students, and various tech tools allowed the teacher to challenge

each student and encouraged higher-order thinking skills.

Section I.10 Personal Devices

In a research article by Kiger and Herro (2015), three main questions were addressed.

First, what variables are associated with a parent’s decision to allow his/her student to bring

personal technology to school for education purposes? Second, what mobile devices do BYOD

students usually bring to school and does it vary by grade level? Finally, how do parents perceive

BYOD including classroom use, pros and cons, and areas for improvement? Data collection took

place through parent surveys. Through the survey results Kiger and Herro (2015) found that “the

most popular BYOD devices were smartphones, iPod Touches, and Laptops/Tablets/Netbooks”

(p. 55), with devices such e-readers and gaming devices more prevalent among younger students.

The study found that 56.2% of parents permitted their child to use a device at school (p. 57).

Parents cited improved communication, Internet usage, and relevant real world learning as a

benefit for students using devices at school. Concerns brought forth by parents included security,

theft, distractions, and inappropriate use while using the device at school. Parents were

supportive of their children bringing devices to school when they held a positive view of the

school and believed that school technology was inadequate. Research found that professional

development is needed to ensure that teachers can create interactive, real-world lessons for every

type of device that students bring from home. Also, an adjustment to policies is needed for

BYOD to ensure equity, and ethical use. Limitations of this study included the specific variables

collected on the school survey. Furthermore, the study was conducted in a school system with

sufficient technology access and findings may not be transferrable to schools with different

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technology availability. This study relates to the research by further providing that parents are on

board with students using technology in school and also proving that parents are supportive of

sending devices to school with their students. However, this study did bring to light many

parents concerns with using personal technology at school that will need to be addressed for the

BYOD initiative.

A second research study by Jones, Goyal, and Aiken (2014) addressed five research

questions. First, are students practicing smartphone security? Second, are there differences in

practice by gender, age or class (school year)? Third, are there differences in practices between

those who do and do not use their phones for financial transactions? Fourth, does personal

knowledge of someone who suffered a security incident make a difference in the use of security

practices? And finally, does awareness of the threat influence security behaviors? This study

was conducted in the university setting, with participants owning a smartphone and data plan.

The purpose of this study was to determine if college age students are practicing smart phone

security measures. This study was also seeking to determine if there were different security

practices among age, gender, or class (in school), whether personal knowledge of a security

incident caused someone to change their security practices, and whether awareness of security

threats changes security behaviors. The study found that 69% of the respondents had a smart

phone, and the two precautions used most frequently were passwords and updates. It was found

that students leave themselves vulnerable to security threats due to not logging out of

applications. The results showed a wide disparity of security practices used by students. 44%

thought it wasn’t necessary to use passwords, less than one third log out of applications, about

50% were reluctant to open attachments from unknown sources, and only 40% limit Wi-Fi use to

known networks (p. 81). The authors emphasized the need for educational institutions of all

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levels to provide students with hands-on training in order to reduce exposure to mobile security

issues. This literature relates to the research study by identifying security issues with students

use of smart phones. When implementing BYOD, students will be using personal technology for

classroom purposes and will need to take safety precautions to protect themselves. This research

proves that students need education about security threats and practices when using their

personal devices at school.

Section I.11 Summary

The chapter included a review of the literature related to cell phone uses with students of

varying age groups. The literature on blah indicated that a pervasive technology environment

does increase student motivation, but no direct correlation between a pervasive environment and

achievement has been proven. Studies indicate that teacher training, professional development,

and planning time is needed to create meaningful technology-rich lessons that are relevant to

students lives. Furthermore, it was found that mobile security is a growing concern among

parents and educators. Students are not practicing safe mobile practices, and parents are

concerned about device safety while at school. While these studies show a great need for further

professional development for teachers, there is little mention of teacher perceptions of pervasive

environments in the classroom.

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CHAPTER 3

METHODOLOGY

The purpose of this study is to identify teacher’s perceptions of the Bring Your Own

Device model for technology use in the classroom. To overcome state budget cuts and limited

technology resources, administrators at Echols County Schools determined the most cost

beneficial way of implementing technology into the classroom was to allow students to use their

own personal devices for learning. As the middle school begins exploring options for

implementing BYOD, a wide variety of research has been found to support and criticize the

BYOD model. Thomas & O’Bannon (2013) assert that a benefit of BYOD is that students can

“use the features and tools provided by cell phones for creation, student-centered learning,

collaboration, authentic learning, differentiation of instruction, assessment, and reflection (p. 12).

While research shows that cell phones can have a positive impact on instruction, Gellar (2013)

states, “BYOD results in an educational environment beyond the control of the instructors in a

way that can make it impossible to apply consistent grading standards” (p. 9).

In the effort to determine teacher’s perceptions, the case study methodology was chosen

to conduct this study. This methodology was chosen in order to gain an understanding of

teacher’s viewpoints through questioning, dialogue, and discussion. Providing teachers the

freedom to discuss the subject through guided interview questions gave them the freedom to

provide candid responses and honest feedback about strategies that have worked, strategies that

could be improved, classroom management, and student responses to the BYOD initiative.

Section I.12 Research Design

A case study methodology was chosen for this research design because the study was

intended to focus on the single phenomenon through, as Merriam (1998) describes, an

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“examination of an instance in action” (p. 29). A case study best fits this research design by

focusing specifically on a holistic view of the effectiveness of BYOD from the perspective of the

teacher implementing the initiative. Eggen and Kauchak assert, “good teaching is the most

important factor in student learning” (2012), therefore the perceptions held by teachers

implementing BYOD is, in large part, a determining factor in its effectiveness.

Merriam (1998) asserts that the greatest limitations of using a case study method “involve

the issues of reliability, validity, and generalizability” (p. 43). Through case studies the issues of

bias become a concern due to the subjectivity and reliability of the study. To eliminate bias in the

observation, data collection, and analysis of the study, Fidel (1983) recommends identifying the

bias of the theories, hypothesis, and perceptions held by the researcher. Testing small sample

sizes and being unable to generalize the results of other situations presents limitations to the

reliability of the results. While the perceptions may not be valid for school systems with

advanced technology available to students, the results of this study are applicable for other

schools in the same system or other systems with similar technology capabilities.

Section I.13

Section I.14 Bounds of Case

The bounds or boundaries of the case were two high school classes in a small, rural

school in South Georgia. This study included the perspectives of two high school teachers and

their experiences with implementing BYOD in their classrooms. Both participants are teachers at

a high school in South Georgia and possess extensive background and training in technology

integration in the classroom. This study did not include the perspectives of all teachers that

implemented BYOD in the 2015-2016 school year or years previous. Also, perspectives of the

administration were not included in this study.

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Section I.15 Participants

The participants in this case study are both highly qualified Georgia educators that

possess multiple Georgia certifications in a wide variety of academic and elective subjects. They

were chosen upon recommendation from their principal and Teacher Keys Effectiveness System

(TKES) evaluator due to exemplary instructional strategies and classroom technology integration

during the 2014-2015 BYOD pilot initiative. After the initial pilot initiative, both educators

continued with the BYOD model and actively sought out professional development in the area of

instructional technology.

A technology background gave both educators an edge in implementing the BYOD pilot

program due to prior professional development and academic courses that focused on technology

integration in the classroom. Each participant teaches primarily low-income students in a Title I

school to which limited technology is provided. The participants also teach students with varying

ability levels and learning deficiencies.

The first participant, Mrs. Smith, is a nine-year teaching veteran, and she holds

certifications in middle school language arts, high school English, and K-12 art (as seen in Table

1). Mrs. Smith has taught a variety of subjects including middle school language arts, high

school English, and drama. She currently teaches high school English to 9th and 10th grade

students and drama classes to students in grades 9 – 12. She holds an education specialist degree

in instructional technology and currently serves on the technology and fine arts school

improvement teams.

The second participant, Mrs. Jones, has been a teacher for three years and holds a

bachelors degree in middle grades education (as seen in Table 1). Mrs. Jones is certified to teach

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middle school math, high school business, and high school marketing. She currently teaches

business and marketing classes to high school students in grades 9 – 12.

Table 1. Participant DemographicsPseudonym Gender Race Position Age Subject Exp Grade(s)

taughtDegree

Mrs. Smith F W Teacher 31 English, Drama

9 9 – 12 Ed.S

Mrs. Jones F W Teacher 25 Business, Marketing

3 9 – 12 BS.Ed.

Note: M = Male. F = Female. W = White. Subject = main subject area the participant teaches. Exp = number of years experience in teaching. Degree = the highest degree achieved.

Contact with the participants was made through a secure school-based email server where

initial consent was given. An informal informational meeting was conducted with both

participants during after school hours. At the informational meeting participants were given

information about the purpose of the study, details about the interview and observation process,

interview dates were established, and formal consent forms were signed. Pseudonyms were used

to protect the anonymity of the participants, and no other identifiers were used to directly link the

participants to the study.

Section I.16

Section I.17 Research Context

This research project will take place at a high school in a small rural town in southern

Georgia. The high school enrolls approximately two hundred and fifty students in grades 9 – 12.

The school employs one principal, sixteen teachers, and six support staff. Ninety percent of the

students that attend the high school are from low-income homes and qualify for free or reduced

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lunch. The demographics of the students are 63% white, 30% Hispanic, 5% African American,

1% Indian, and 1% multiracial (USA School Info, 2015).

Each academic classroom is equipped with four student computers, one teacher

computer, a SmartBoard, and student response systems. One iPad was provided to the classroom

teacher, and students did not have access to a school-provided wireless network during

implementation. The setting and available technology resources were important to consider when

answering the research question “What are teacher’s perceptions of the BYOD initiative?”

This initiative allows students bring a wide variety of devices to school that include

cellphones and tablets, but not every student possesses a device that they can bring to school.

This creates an unequal distribution and gives privileged students an advantage over those that

do not own a portable technology device, which caused many teachers to abandon the BYOD

initiative in their classrooms for the 2015 – 2016 school year.

Section I.18

Section I.19 Researcher Background and Role

For this research project, the researcher will take on the role of researcher as observer and

interviewer to gather information about the BYOD initiative. Potential areas of subjectivity on

the part of the researcher are found in the area of technology integration vision. Based on my

experiences as a candidate for the instructional technology program at Kennesaw State

University, I have been taught to make classroom technology student centered by using strategies

such as the Levels of Technology Integration (LoTi) scale and Indicators of Instruction for

Engagement, Empowerment, and Deep Understanding, Retention, and Transfer of Knowledge

(Jones, Valdez, Nowakowski, & Rasmussen, 1995). This instruction has taught me how to use a

variety of strategies and tools to incorporate portable devices in the classroom in order to

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improve student technology use, increase student achievement, and increase student motivation.

Being a teacher in this school system, I also understand the limited technology capabilities in the

classroom and the limitations it provides when working to create instruction that is technology

rich and student-based. I have witnessed the frustration that is associated with trying to use

technology for real-world activities while being bound by restrictions. To fully understand the

context of this study, I will view the use of technology in the context of the school’s current

available technology. In other words, I will be unable to compare the results of this study to

results found in schools that provide student Wi-Fi networks, mobile carts, and a greater

availability of technology access for students.

The plan for mitigating potential areas of subjectivity is to maintain an open mind, ask

clarifying questions, probe the participants to explain their views in further detail, and write

down notes and journal my thoughts during the interview, and allow discussion to guide the

interview.

In order to eliminate any bias towards the study or analysis, several steps were taken to

ensure subjectivity. Below is an outline of researcher biases and the plan to address the

subjectivity of each bias.

Bias 1: My first bias was that the school system does not provide adequate professional

development and support for teachers when implementing technology initiatives. To

address this bias, six research questions were created to guide the interview process. It

was the responsibility of the researcher to maintain an open mind when interviewing the

participants and allow discussion to guide the interview. Clarifying questions were asked

to gain complete understanding of the participants view to eliminate the possibility of

inserting any personal bias in place of their perspectives.

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Bias 2: My second bias was that teachers and students do not have adequate technology

available to implement the BYOD initiative. Address this bias, the researcher wrote down

notes and kept a journal of thoughts throughout the interviews and observation. Later, the

codes created for the interviews and observation journal were peer reviewed to determine

that no bias was included in the analysis of data.

Section I.20

Section I.21 Data Collection

Data collected for this qualitative study was obtained through interviews, observations,

and documents, which was gathered from September 16, 2015 until October 5, 2015 (see Table

1). This combination of data was used to determine teacher’s perceptions of the BYOD initiative

in the high school classroom. The observations and interviews took place in the participant’s

classrooms, and documents were collected via email. The researcher protected the privacy of the

participants by using pseudonyms in place of their names, and all information was kept

completely confidential.

Table 1. Time Frame for Data Collection Date Data Collected Purpose

September 16, 2015 Initial contact Ask participants to be part of the study. Send initial information.

September 17, 2015 ConsentBackground survey

Inform participants of rights and requirements. Obtain written consent from participants. Collect background information.

September 21, 2015 Interview Mrs. Smith Obtain information on teacher perceptions of BYOD in the classroom.

September 24, 2015 Interview Mrs. Jones Obtain information on teacher perceptions of BYOD in the classroom.

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September 17 – October 5, 2015

Supporting documents These documents support teacher’s perceptions of BYOD.

October 5, 2015 Mrs. Smith Observation Observe teacher’s implementation of BYOD in the classroom.

Observation

Creswell (2014) claims that observations allow researchers to “gather open-ended, first-

hand information by observing people and places at a research site” (p. 213) to provide a more

holistic picture of the phenomena being studied. In this research study, one observation took

place to record information and study behavior of a teacher implementing a lesson that

incorporated BYOD (see Appendix E). The thirty-minute observation took place in the teacher’s

natural setting during a specified time agreed upon by the participant and researcher. The

researcher took on the role of nonparticipant observer who, Creswell describes, “sits on the

periphery or some advantageous place to watch and record the phenomena under study” (p. 214).

Interviews

Jacob and Fergerson (2012) assert that qualitative researchers are able to “gain insight

into lived experiences, learn the perspectives of individuals participating in a study, and discover

nuances in stories” (p. 1) through the use of interviews. To gain insight into teacher’s

perspectives of the BYOD instructional model, interviews were conducted with two high school

teachers. Both interviews were conducted separately to maintain teacher confidentiality and

provide the teachers with the opportunity to freely articulate their perspectives on using BYOD

in their classrooms. Each interview took place in the respective teacher’s classroom after school

in order to maintain teacher familiarity and provide as little inconvenience as possible (see Table

2). The interviews lasted approximately 10 to 20 minutes each and were led by six open-ended

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questions (see Appendix C). The interviews were recorded, with permission from the

participants, and later transcribed according to protocol (see Appendix D).

Table 2. Teacher Interview Data CollectionDate Participant Length of Interview Communication

MethodSeptember 21, 2015 Mrs. Smith 8 minutes Face-to-face

September 24, 2015 Mrs. Jones 17 minutes Face-to-face

Audiovisual materials and documents

Documents were also collected to inform the researcher of BYOD policies, classroom

procedures, and lesson plans teachers have used to implement BYOD in their classrooms. Each

of the documents was collected electronically through email. The BYOD policies were collected

to determine the school’s support and initiative outline as provided by the high school

administration (see Appendix F). Next, classroom procedures were collected to gain information

about the structure teacher’s have put into place for devices in their classroom. Finally,

participants lesson plans were collected to gain an understanding of how BYOD is included and

planned on a daily basis. Each of these documents provided the researcher with additional

information to provide a holistic view of the BYOD model in the school as well as participants

classrooms.

Data Analysis Procedures

This research study used the content analysis methodology for coding and analyzing data.

After the interviews were transcribed and documents were collected, the first step was to decide

the level of analysis. For this research project, the researcher chose to code phrases in the

interview transcripts and inferences made from the documents. The next step was to create pre-

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defined set of code categories to use when analyzing the data. The focus of the research is

teacher perceptions, so codes such as positive and negative perceptions were pre-defined before

coding began. Other pre-defined categories included technology, policy, and professional

development. Flexibility was allowed during the coding process, and it was determined that

codes such as classroom management and instructional strategies should be added to the code

book since they were frequently mentioned and have a great impact on the findings of the

research.

The next step in the procedures for analysis was to decide whether to code for frequency

or existence. Since the frequency could shed insight into teacher’s feelings of the

implementation, the researcher chose code frequency over existence to determine how often the

participants mentioned their perceptions of the success of the BYOD program at their school.

Words were generalized throughout the coding process to eliminate unnecessary themes and

repetitiveness. Words with differences in tenses, spelling, and explicit meanings were placed into

pre-defined codes since the general meaning fit into the existing codes and did not warrant one of

their own.

After creating pre-defined codes, determining frequency, and deciding on a level of

generalization, the next step was to develop rules for coding the interviews and documents. Rules

were created through the use of a code book to ensure the codes were streamlined and consistent

throughout the text. Any irrelevant information was not included in the coding and a code

entitled unsure was added for information that was relevant but did not fit into one of pre-defined

the codes.

Coding was done methodically by hand to fully immerse the researcher in the data and

assist in the early identification of themes throughout the interviews and documents. The

22

researcher segmented the text and used Creswell’s (2012) strategy of lean coding to identify

broad ideas and eliminate excess codes. After the coding was complete, analysis began by

creating a table to show the frequency and sub-categories of each code. The codes were

generalized into themes and the data was interpreted to determine teacher’s perceptions of

BYOD in the high school classroom.

Section I.22

Section I.23 Reliability and Validity/Credibility and Consistency

To ensure that qualitative researchers analysis of data is accurate, Creswell (2012)

suggests that researchers use a variety of strategies to address the idea of reliability, validity, and

consistency to validate their findings. Throughout the case study, findings were verified by using

triangulation, member checking, and peer reviewing. Triangulation took place by corroborating

evidence from the interviews, observations, and documents to support a theme. The process of

triangulation ensured that themes and analysis of data were supported by multiple sources of

information and not drawn from one isolated source, which further verified the credibility of the

analysis. The researcher also sought to ensure reliability through member checking. During the

interviews and observations the researcher made notes of themes, questions, and thoughts about

the research. Participants were asked to review the researcher’s notes to ensure that they were

reflective of their opinions and the current reality of the BYOD program at their school. After the

first round of member checking, initial coding was performed and themes were created from the

data. The researcher then took the findings back to the participants so they could verify whether

the themes were complete and representative of their interpretations of BYOD in the classroom

(Creswell, 2012). This form of member checking ensured the reliability of the study. Peer

reviews also played a role in the accuracy and consistency of the study. Codes, findings, and

23

interpretations were presented to graduate level peers for peer editing. Peers were able to conduct

an outside audit to review aspects of the study and offer suggestions for improvement.

According to Lincoln & Guba (1985), trustworthiness is established through internal

validity, external validity, reliability, and objectivity. The researcher utilized trustworthiness and

authenticity by eliminating bias from the research. Before research began, bias was identified

and any pre-conceived beliefs and assumptions about the research topic were recognized. The

researcher took steps throughout the data collection and analysis process to eliminate bias and

subjectivity from the data.

Section I.24

Section I.25 Ethical Considerations

Before the research project began, participants were informed of the requirements of the

study. Written and verbal consent was gained to conduct interviews, observations, gather

documents, and record audio. Multiple efforts were taken to respect the privacy and maintain

anonymity of the participants. Throughout the research, pseudonyms were used and any specific

school information was excluded to ensure that the names or likeness of the participant could be

traced back to them or the school. Data collected from the participants was stored on a password

protected file on the researchers computer, and only the researcher had access to the files.

Potential subjectivity could have occurred throughout the data analysis through

misinterpretation of data or coding errors. To subjectivity, the data was peer edited numerous

times to eliminate any ethical concerns. Journaling was done throughout the data collection and

analysis process to identify any subjectivity held by the researcher.

24

Section I.26 Summary

This chapter outlined the data analysis, reliability, validity, consistency, and

ethical considerations of the research. The researcher discussed the content analysis method for

analyzing participant interviews, observations, and documents. Then, the researcher provided

evidence to prove the reliability, validity, and consistency of the analysis through the use of

triangulation, member checking, and peer review. Finally, ethical considerations were taken into

account through protecting the participants and identifying researcher bias.

25

CHAPTER 4

DATA PRESENTATION

Schools across the nation are looking for creative ways to bring technology into the

classroom to provide a relevant education to students despite substantial cuts to education

budgets. The need for technology in school has increased in order to engage students and prepare

them for college and future careers. Many schools cannot afford to purchase one device for every

student, so they are allowing students to bring their own devices to school to use for instructional

purposes. The Bring Your Own Device (BYOD) initiative has become popular in many schools,

but not without its share of criticism. The purpose of this study is to determine teacher’s

perceptions of the BYOD model in the high school classroom. This qualitative study was

constructed as a case study to gain insight into the success of the initiative from the perspective

of teachers that have experience with implementation in their classrooms. This research study

will inform schools that are considering implementing BYOD, not only in Georgia, but in any

public school that is considering the BYOD model.

Figure 1 presents the findings gathered from interviews, observations, and documents

collected from the participants. Data was collected, transcribed, coded, and analyzed to

determine themes that emerged to support teacher’s perceptions of BYOD, and presented in a

representative case. Through analysis, themes such as professional development, technology, and

policy were shown to have a great influence on the effectiveness of BYOD implementation and

teacher’s perceptions of its success in their classroom.

26

Figure 1

Teacher’s Perceptions

Teachers were asked about positive and negative experiences they have had when

implementing BYOD. Perceptions were mixed because teachers saw both positive and negative

aspects of students using devices in their rooms. Both teachers saw the importance of using

technology in the classroom to support relevant learning experiences, but they were disappointed

in student’s reactions to the technology when the initiative was put into practice. One teacher

stated, “[technology] is their life, and if we don’t figure out how to use what they know then

they’ll just shut us out.” Classroom observations and documents supported that teachers were

actively seeking ways to incorporate the devices into daily instruction by providing real-world

tasks. While teachers saw positive uses of BYOD, they also expressed concern and frustration

towards device uses in class. Both teachers discussed how BYOD created a divide between

students that owned devices and those who are unable to bring a device from home. One teacher

stated, “I think it separates [students] even more than if nobody was allowed to have one.”

Bring Your Own

Device (BYOD)

Teacher's Perceptions

Professional Development Technology

Policy

27

Professional Development

Teachers were asked to describe the professional development they received before

implementing BYOD. In both instances, teachers stated that no training was provided by the

school administration prior to the roll out of the BYOD model. One teacher stated, “I don’t know

how to teach the kids to use their phones for educational purposes.” Another teacher stated,

“Having some workshops on different ways to use what we have would definitely help.” The

implementation of BYOD was negatively affected by the lack of professional development

before the initiative began. Since teachers were unsure of how to use the devices for learning, it

caused issues with classroom management, instructional techniques, and student reactions. This

lack of training had a negative impact on implementation and furthermore created negative

perceptions of the initiative.

Technology

A theme that emerged from the interviews and observations was the impact technology

had on the implementation of the BYOD initiative. One teacher stated, “We could go to a

gazillion workshops and be trained on a zillion things, but until we can actually use it because of

technology restrictions – until that’s lifted it’s not going to matter.” Another teacher added, “If I

had ten devices I could give to the kids that either don’t have the data to do the activity or don’t

have a device at all … that would definitely help.” The school doesn’t currently provide a

wireless network for students to connect to when using their devices at school for instructional

purposes. Teachers mentioned that many students didn’t want to use their personal data at school

for educational purposes. The lack of technology support, including WiFi access and lack of

devices, contributed to teachers negative perceptions of the BYOD initiative.

28

Policy

Another theme that emerged from data analysis was the need for school policy to support

BYOD in the high school. Upon analyzing teacher interviews and documents, it was found that

school policy created by the administration did not allow the use of cell phones in the classroom.

It was found that both teachers saw the need for administrative action to support the initiative

through rules and guidelines. One teacher stated, “There needs to be clearer lines drawn …

[devices] should be used for instruction … that line isn’t clear and administrators need to back

that up.” Documents supported the teachers concerns by identifying cell phone use as a level I

and level II discipline offense. According to school policy, discipline for using cell phones can

range from verbal warning to one day of in school suspension. While the BYOD model was

implemented, school policy and procedure has not been changed to support the initiative.

Students aren’t punished for using their cell phones, but the teachers indicated there is a need for

a separate discipline plan for cell phone violators within the classroom.

Section I.27 Summary

This chapter provided an overview of the methodology used to conduct this study. A case

study was selected to study the teacher perspectives of BYOD in a small, rural high school in

South Georgia. Two participants volunteered to be interviewed and observed. The researcher

addressed their role in the study and any bias towards the phenomena being studied.

29

Chapter 5

DISCUSSION

The purpose of this study was to determine teacher’s perceptions of the BYOD initiative

in a high school setting. The methodology used in this research was a case study in order to fully

understand teacher’s perceptions of BYOD and its effectiveness. A qualitative methodology was

used because, as Creswell (2012) states, interviews and elaboration give participants freedom to

elaborate and openly share their experiences, which leads to greater understanding of a

phenomena. Dialogue with participants proved to be an invaluable asset when determining the

teacher’s perceptions of BYOD. Creswell’s methods of data analysis were used to question,

collect, code, and analyze data. Throughout the research, ethical considerations were taken into

account, including triangulation, acknowledging bias, peer reviewing, and protecting the

participants.

Section I.28

Section I.29 Conclusions

Results showed that teachers had mixed perceptions of the BYOD model in the high

school classroom. Overall, teachers were open to the idea of the BYOD model and

acknowledged the need for devices in the classroom. However, data showed that the school wide

implementation and support surrounding the initiative caused teachers to have negative feelings

about implementation thought they understood the positive implications of the initiative.

Observations, interviews, and documents displayed common themes that emerged through the

research. Emerging themes included mixed teacher perception, strategies to be successful,

technology, and policy. One teacher stated, “It’s nice they have [the device] right there” while

another teacher stated, “I think it really hurts the ones that don’t have access.”

30

The mixed perceptions pointed to another common theme that was found among the

research: strategies to be successful. In their interviews participants reiterated the lack of

professional development before and during the BYOD roll out process. Though they received

no training before BYOD began, both participants took initiative to seek out their own

professional development opportunities. One teacher stated, “I was willing to do it [BYOD] even

though I didn’t have any training” while another teacher stated “I don’t know how to use their

phones for educational purposes.” In both of these instances, teachers did not have the training to

use apps and productivity tools for instruction. However, they independently sought out training

and professional learning opportunities on their own in order to gain knowledge of tools,

websites, and strategies to use personal devices for instruction. Through interviews, analysis, and

triangulation with the participants it was determined that the lack of professional development

led to the decline in teacher support and perspective of the initiative.

Another common theme among teachers was frustration surrounding technology

restrictions and the lack of device availability. Teachers claimed that technology restrictions,

such as lack of wireless access in the classroom posed a barrier for students that brought their

own devices from home. Students shied away from using devices for educational purposes

because of limitations on data plans. Another barrier surrounding the theme of technology was

the lack of devices available for students. One teacher stated, “I wish we could get to the point

where I have … 10 devices that I could give to the kids that either don’t have the data … or jut

don’t have a device at all.”

Finally, policy was a theme that emerged through interviews and documents. As written

in the handbook, the use of electronic devices was against policy and students were subject to

punishment. Since policy did not support the BYOD initiative, teachers were unable to punish

31

students for using devices at inappropriate times when the initiative itself was against school

rules. This caused challenges for teachers that needed to punish students for misuse of the

devices or inappropriate content.

Section I.30 Recommendations

Suggestions for improving the BYOD initiative include creating a vision for the BYOD

initiative in the high school setting. Administrators, teachers, and student leaders would benefit

from collaborating to create a vision for BYOD and formulating policy that supports the use of

electronic devices in the classroom. A discipline plan should be created for electronic device

related offenses that is separate from the current discipline matrix. Additionally, teachers need

extensive training on how to use devices for educational purposes and would greatly benefit from

a BYOD professional learning plan. Student education about device capabilities, productivity

tools, and research strategies would assist in creating a culture of learning when devices are in

use. Providing wireless access to students would not only improve the device capabilities for

those that already bring devices, but it would also allow extend the capabilities of devices that do

not have a data plan. Resources such as laptops and iPads could be reallocated to give students or

teachers the opportunity to check them out for class assignments or projects.

Section I.31 Implications

Research from this study will be used to inform the planning and implementation of the

BYOD model in any school that chooses to use student devices as a resource for technology

integration. Teacher perceptions are paramount to the success of an initiative of this magnitude.

It is imperative to lay the groundwork for a BYOD initiative that includes technology

32

capabilities, professional learning, and changes to policy in order to ensure that the initiative has

the necessary elements to be successful. It is my hope that this research study informs other

districts looking to implement a similar initiative to be cognizant of the decision-making and

groundwork needed before rollout can be successful.

33

APPENDICES

APPENDIX A: INITIAL CONTACT OF PARTICIPANTS

Subject: Research Study

Hello ladies!

I’m emailing you because I have a big favor to ask. I am doing a research study for my instructional technology degree, and I need to interview two teachers that implement or have previously implemented the BYOD instructional model. I’ll also need to do one 30-minute class observation for one of you. After speaking with [high school principal], he suggested that the two of you would be great candidates. Even if you aren’t using BYOD this year, would you mind sitting down and talking with me about implementation strategies you used, classroom management techniques, and how BYOD did or did not work in your classroom? I promise not to take up much of your time. The interviews are very informal and shouldn’t last any longer than 20 minutes.

If you do agree to participate, I would like to hold a quick informational meeting Thursday afternoon right after school to tell you more about the study and what will be required of you. I am attaching a consent form. Please read and sign if you agree to participate. I’ll collect them tomorrow in the informational meeting.

Thank you for your consideration.

Leslie Crawford

34

APPENDIX B INFORMED CONSENT

Title: Teachers Perceptions of Bring Your Own Device in the High School Classroom

Principal Investigator: Leslie Crawford

I. Purpose

You are invited to participate in research project. The purpose of this study is to determine teacher’s perceptions of the Bring Your Own Device (BYOD) initiative in the high school classroom. A total of two participants will be recruited to participate in a 20 minute face to face interview. A 30 minute classroom observation will take place in one participants classroom. Participation in the entire study (interview and observation) will take approximately 50 minutes of your time over a two day period.

II. Procedures

If you decide to participate, you will be asked to email BYOD artifacts, such as introductory and procedural information, complete a survey regarding your background information including your education and teaching experience, attend an information meeting, participate in a face-to-face interview, and participate in a 30 minute classroom observation. You will receive an email that includes a consent form and the link to a survey. The purpose of this survey is to obtain information about your background, teaching experience, education, and technology training. The survey will be in the form of a Survey Monkey, and will take approximately five minutes to complete. Interviews will take place in your classroom after school on an afternoon agreed upon by yourself and the principal investigator. The topic of your interview will be your perceptions of BYOD in the high school classroom. All interviews will be recorded if you grant permission. You may be asked to email your lesson plans and various other artifacts pertaining to the use of BYOD in your classroom. One participant will be observed for 30 minutes during the school day. During this observation, the observer will make notes of BYOD usage and technology integration during the lesson.

III. Risks

In this study, you will not have any more risks that you would in a normal day.

IV. Benefits

Participation in this study will benefit middle school teachers. Information you provide will inform the planning process of implementing BYOD in middle school classrooms.

V. Voluntary Participation and Withdrawal

35

Participation in this research is voluntary, and you are not required to take part in this study. If you decide to be part of the study and later change your mind, you have the right to do so. You may also decide not to answer interview questions if you choose to do so.

VI. Confidentiality

Your personal information will be kept private to the extent allowed by law. Leslie Crawford will have access to the information you provide. Information may also be shared with those who make sure the study is done correctly. A pseudonym will be used in the place of your real name. Transcribed data will be saved on a password-protected file on the researchers computer.

VII. Contact Persons

Contact Leslie Crawford at 912-674-3211 or lwcrawford721@gmail.com if you have any questions, concerns, or complaints about this study. You can also call if you have been harmed by this study. Call Dr. Erin Davis at Kennesaw State University at edavis96@kennesaw.edu if you want to talk to someone that is not part of the study. You can talk about questions, concerns, or obtain information, or ask questions about your rights in this study.

VIII. Copy of Consent for to Subject

A copy of this consent form will be given to you to keep. If you are willing to volunteer for this research study please sign below.

________________________________________ _____________Participant Date

________________________________________ _____________Researcher Obtaining Consent Date

Regarding audio recording, please check the appropriate box below and sign. I am willing to be recorded. I am not willing to be recorded.

________________________________________ _____________Participant Date

36

APPENDIX C INTERVIEW PROMPTS

1. What types of professional development or education have you received for technology implementation in the classroom?

2. How did your school go about implementing the BYOD initiative?

3. Tell me about a positive and negative experience you had when implementing the BYOD initiative.

4. In your opinion, do you think the BYOD has been successful in your classroom? Why or why not?

5. How do you feel the initiative could be changed or improved to better assist teachers with implementation?

6. What resources do you use when creating BYOD lessons?

37

APPENDIX D INTERVIEW TRANSCRIPTS

38

39

40

41

42

43

44

45

46

APPENDIX E OBSERVATION NOTES

47

APPENDIX F SAMPLE DOCUMENTS

48

49

50

51

52

53

APPENDIX G CODE BOOK

Code Information

Professional Development Professional development refers to the training and instruction on the purpose,

uses, strategies, and implementation of the BYOD initiative. It serves to bridge individual goals to the needs of the school (Moretti, Ropar, & Moretti, 2013).

Features: Training that a teacher has received to aid in implementing BYOD in the classroom.

Indicators: Examples: “what you do with your device”, “prepare us for what is coming”Rule(s): This is information about the teacher’s training regarding BYOD. It does not

include the training of students.

PerceptionPerceptions are created “by attributing meanings to stimuli and matching stimuli to what is known” and they “change with the use of changeable concepts defined as the similar or distinguishing features of classified objects, events, or phenomena that are perceived as a result of experience” (Yurdakul, 2015).

Features: Participant mentions their view of BYOD and how they feel about its effectiveness.

Indicators: Examples: “I was willing to do it”, “It’s nice they have it right there”, “It really hurts the ones that don’t have access”, and “No, I do not think it’s been successful”.

Rule(s): This is the personal viewpoint and perspective of the participants regarding technology and BYOD.

Instructional StrategyInstructional strategies are the beliefs, behaviors, and skills teachers use to ensure that students master content. These strategies are research based and are based on essential skills, such as reading, writing, and math, that students must master to be an effective member of society. Instructional strategies are the basic skills of teaching (Eggen & Kauchak, 2012).

Features: Participant mentions how students learn or how students are taught. These strategies are research based and are used to meet the learning needs of all learners.

Indicators: Examples: “I do small group that way they can work together”, “easy reward”, and “different strategies for teaching”.

Rule(s): This is how students are taught. This does not include the tools used to teach students, that is coded Technology Resources.

TechnologyTechnology is the hardware and software that is used in the classroom to

54

Code Informationenhance instruction. Technology enhances student-learning experiences and prepares students for real-world application of knowledge. It allows educators to facilitate collaboration and differentiate instruction according to individual student needs. (Richardson, 2010)

Features: Participant mentions the use of computers, cell phones, or tablets in the classroom. The participant also mentions digital tools or resources used to facilitate learning and instruction and assess student acquisition of knowledge.

Indicators: Phones, iPads, computers, technology resources, Padlet, eBackpack, devices, technology

Rule(s): This is the electronic devices and electronic resources that are used to teach and assess students.

PolicyPolicy is defined as the rules and guidelines for students to follow as determined by the school administration and school board. The established rules are enforced by teachers, staff, the principal, or the principal’s designee.

Features: Rules of usage and consequences for misusage as established by the administration.

Indicators: Discipline, violationRule(s): These are the school rules as established by the school administration. If a

participant refers to classroom activities or procedures, this is classroom management.

Classroom ManagementClassroom management is defined as the practices and procedures a teacher uses to create an environment that fosters instruction and learning. Classroom management includes maintaining a well-managed classroom where students learn in a task-oriented environment. (Wong & Wong, 2009).

Features: Participant mentions student behaviors and procedures for classroom activities.

Indicators: Do’s and Don’ts, student behavior, class proceduresRule(s): The decision to code an excerpt as classroom management is made by

determining whether the teacher or an administrator creates the action. If the teacher has established rules and routines in the class it is classroom management, but if a rule was created by the administration it is policy.

Unsure Participant mentions something that seems important but it does not fit neatly into an existing code

55

Patterns in the DataTable FCategories EXAMPLE

Category Code Best quote from data to represent associated code

Teacher Perceptions

Negative Perception

“I don’t know how to teach the kids to their phones for educational purposes.”

Positive Perception

“I was willing to do it even though I didn’t have any kind of training.”

Limited by technology

Teacher would like to fully implement BYOD, but claims it would be easier “if we just had more resources”

Student reactions

“I do not feel that they are excited enough.”

Students without devices

“I think it separates them even more than if nobody was allowed to have one.”

Professional Development

Need for Professional Development

“Having some workshops on different ways to use what we have would definitely help.”

Technology Restrictions “We could go to a gazillion workshops and be trained on a zillion things, but until we can actually use it because of technology restrictions, until that’s lifted it’s not going to matter.”

Devices “I wish that we could get to the point where … I had 10 devices and that I could give to the kids that either don’t have the data to do the activity or just don’t have a device at all.”

Policy Need for policy “There needs to be a clearer line drawn … it should be used for classroom instruction … That line isn’t clear and administration needs to back that up.”

56

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