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Exploring BYOD Usage in the Classroom and Policies

Exploring BYOD Usage in the Classroom and Policies

Ieda M. Santos, Otávio Bocheco
Copyright: © 2016 |Volume: 12 |Issue: 4 |Pages: 11
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466689152|DOI: 10.4018/IJICTE.2016100105
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MLA

Santos, Ieda M., and Otávio Bocheco. "Exploring BYOD Usage in the Classroom and Policies." IJICTE vol.12, no.4 2016: pp.51-61. http://doi.org/10.4018/IJICTE.2016100105

APA

Santos, I. M. & Bocheco, O. (2016). Exploring BYOD Usage in the Classroom and Policies. International Journal of Information and Communication Technology Education (IJICTE), 12(4), 51-61. http://doi.org/10.4018/IJICTE.2016100105

Chicago

Santos, Ieda M., and Otávio Bocheco. "Exploring BYOD Usage in the Classroom and Policies," International Journal of Information and Communication Technology Education (IJICTE) 12, no.4: 51-61. http://doi.org/10.4018/IJICTE.2016100105

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Abstract

This paper presents results of an exploratory study that investigated instructor and student perceptions of in-class use of personal mobile devices and policies for appropriate practices. The study is based on an undergraduate course offered at a higher education institution in the United Arab Emirates. Eighteen students and one instructor participated in the study. A mix methods approach was adopted. Data collection consisted of a survey, focus group and individual interviews. Quantitative results suggested an overall tendency to use the devices rarely for content and non-content related activities. Qualitative results, however, indicated more usage of the devices, but not to the extent to cause disruptions in class. The study furthers the discussion on a bring your own device (BYOD) policy development. When developing BYOD policies for appropriate practices in the classroom, educational institutions should take into account students' context, culture and main stakeholders' opinion. Policy implementation should be complemented with training to support effective BYOD integration in the classroom.

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