Type Paper
License CC BY 4.0

Student’s evaluation of a classroom bring-your-own-device (BYOD) policy

Abstract

A Bring-Your-Own-Device (BYOD) policy advocates student's unrestricted classroom access to their personal technology devices to assist in the completion of learning objectives. Literature illustrates that implementing BYOD can cause trepidation at the administrative and teaching levels due to the potential negative consequences and distractions that it can cause, despite the benefits that can be claimed. Investigations of the use of BYOD in university level second language education in Japan are generally undocumented. Similarly, it is also largely unknown whether students can make the tangible shift to using personal devices to assist in completing classroom tasks while remaining task focused. This qualitative study uncovers the BYOD attitudes and usage adaptations that students made over a one-year Academic English report writing and presentation focused program. It reveals, through a detailed categorization and illustration of student's thoughts, that a meaningful and positive shift in attitudes took place and that a high value was placed on the ability to use devices to achieve positive task outcomes. This study can build reassurances amongst teachers that student's use of personal devices in the classroom can be targeted, beneficial and motivating.

Citation

Thomas, S. (2020). Student’s evaluation of a classroom bring-your-own-device (BYOD) policy. The JALT CALL Journal, 16(1), 29-49. https://doi.org/10.29140/jaltcall.v16n1.208

DOI

https://doi.org/10.29140/jaltcall.v16n1.208