Secondary Teachers Pedagogical Practices When Designing and Teaching Instruction in a Suburban Bring Your Own Device Environment

• Main Author: Kizilboga, Remzi
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2018
• Subjects: Administrators; Class Activities; Computer Uses in Education; Equal Education; High Schools; Instructional Design; Principals; Scaffolding (Teaching Technique); Secondary School Teachers; Specialists; Suburban Schools; Teacher Attitudes; Teaching Methods; Technology Integration
• ISBN: 9780438564572; 043856457X

The purpose of this intrinsic case study (Stake, 1995) was to investigate secondary teachers' instruction in a suburban Bring Your Own Device (BYOD) environment examining their pre-class and in-class activities based on their pedagogical practices and instructional design decisions, including planning, designing, teaching, and assessment. The study broadly explored the secondary teachers' perceptions about BYOD as a new innovation, and how BYOD teachers develop and utilize their lesson plans. As the unit of analysis, eight teachers from various subject areas, as well as the school principal, the chief technology officer, and the technology integration specialist in one BYOD high school, voluntarily participated in the study. The data were collected from documents, archival records, first-round interviews, direct observations, and second-round interviews. Latent content analysis was conducted to analyze the data. The findings from this study revealed that the school policy for technology integration aligned with the BYOD implementation. The findings also revealed that teachers internalized the BYOD implementation by focusing more on technology in general, not BYOD in particular. Hence, teachers no longer had to reflect on whether or not the students would bring their devices. The findings further revealed that BYOD teachers had opportunities to provide multiple means of representations, actions and expressions, and engagement. The results from this dissertation research operationalized various scaffolding techniques that BYOD teachers utilized. This study provided evidence that when teachers teach content in certain subject areas, they struggle to incorporate technology into their lessons. However, the results from this study showed that BYOD teachers have more curriculum flexibility and access to a wide array of applications and learning opportunities when students employ a variety of devices. At the same time, the results from this study suggest that even though BYOD might reveal inequality issues based on the variety of student devices employed, a cloud-system can maximize student access to resources and help minimize inequality issues. This study also suggests that while BYOD decreases the cost of technology integration for schools, parental preferences should be taken into consideration because it might increase their costs in different ways. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]