Bring Your Own Device--A Snapshot of Two Australian Primary Schools

Autor/inn/en	Maher, Damian; Twining, Peter
Titel	Bring Your Own Device--A Snapshot of Two Australian Primary Schools
Quelle	In: Educational Research, 59 (2017) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2016.1239509
Schlagwörter	Foreign Countries; Primary Education; Suburban Schools; Handheld Devices; Technology Uses in Education; Qualitative Research; Case Studies; Questionnaires; Interviews; Observation; Technology Integration; Adoption (Ideas); Educational Practices; Outcomes of Education; Constructivism (Learning); Peer Evaluation; Cooperative Learning; Research Skills; Student Projects; Affordances; Australia + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Ideas; Ideenfindung; Bildungspraxis; Lernleistung; Schulerfolg; Kooperatives Lernen; Forschungsleistung; Schulprojekt; Australien
Abstract	Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice. Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools. Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools. Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school's vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01