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Journal Issue
Volume 14 Issue 1, ECEL 2015 / Apr 2016  pp1‑80

Editor: Amanda Jefferies, Marija Cubric

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Editorial for Volume 14 issue 1 ECEL 2015  pp1‑2

Amanda Jefferies, Marija Cubric

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Brave Forms of Mentoring Supported by Technology in Teacher Education  pp3‑14

Paula Charbonneau-Gowdy, Rosana Capredoni, Sebastian Gonzalez, María José Jayo, Pablo Raby

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Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development  pp15‑30

Karsten Gynther

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Bringing Open Educational Practice to a Research‑Intensive University: Prospects and Challenges  pp31‑42

Elizabeth Masterman

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Student's Reflections on Their Learning and Note‑Taking Activities in a Blended Learning Course  pp43‑53

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

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Digital literacy and effective learning in a Blended Learning Environment  pp54‑65

Tang, Chaw

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Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents  pp66‑80

David Parsons, Janak Adhikari

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Abstract

Abstract: This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the trans formation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the chal lenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of st ructures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain rel ationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one‑to‑one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agen cy within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency an d cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an a rea where agency may be most problematic, it i 

 

Keywords: Keywords: BYOD, secondary school, survey, sociocultural framework

 

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