Bring Your Own Device (BYOD): Current Status, Issues, and Future Directions

The smart mobile device has emerged as an extension of the self, closely tied to the personal behaviors and preferences. This panel discussion covers the current status, real world cases, adoption, pros/cons, issues (security, privacy), and future direction of the use and adoption of Bring-Your-Own-Device (BYOD). The panel also covers BYOS (Bring-Your-Own-Service) and BYOA (Bring-Your-Own-Apps)

Bridging digital divides in the learning process: challenges and implications of integrating ICTs

Abstract: This paper investigates an initiative by a New Zealand School to integrate one-to-one ICTs into the learning process, called \u27Bring your own device\u27 (BYOD). Prior to embarking on the BYOD initiative, similar past initiatives have been studied and some persistent issues have been identified. Before starting with the detailed investigation of BYOD, a preliminary analysis of the public response data from different sources has also been conducted. From the past initiatives and preliminary analysis of public responses, we have been able to form general research questions for the study. A socio-cultural ecological approach to mobile learning has been considered appropriate as a means of analysis for this study. Authors: Janak Adhikari, Doctoral Student; Dr. David Parsons, Associate Professor and Dr. Anuradha Mathrani, Lecturer, in the department of Information Technology, Massey University Auckland. This paper was presented at mLearn 2012 Mobile and Contextual Learning, Helsinki, Finland, October 16 -18, 2012 and published in the Proceedings of the 11th International Conference on Mobile and Contextual Learning .  &nbsp

Bring Your Own Device (BYOD) adoption in South African SMEs

The advancement in technological development is now altering the conventional order in the diffusion of IT innovation from a top-down approach (organisation to employees) to a bottom-up approach (employees to organisation). This change is more notable in developed economies and has led to the Bring Your Own Device (BYOD) phenomenon which promises increased productivity for employees and their organisations. There have been several studies on the corporate adoption of BYOD but few have investigated the phenomenon from a small and medium enterprise (SME) perspective and from developing countries specifically. This study investigated the BYOD phenomenon in South African SMEs. The goal was to identify contextual factors influencing BYOD adoption with the purpose of understanding how these factors shaped and reshaped by SME actions. The Perceived EReadiness Model (PERM) was adopted to unearth contextual BYOD adoption factors, while the Structuration Theory was adopted as the theoretical lens from which the social construction of the BYOD phenomenon was understood. The study adopted an interpretive stance and was qualitative in nature. Data was collected from SMEs using semi-structured interviews, and analysed using a thematic analysis approach. The findings show that for BYOD to be adopted and institutionalized in an SME there needs to be organisational readiness in terms of awareness, management support, business resources, human resources, employees' pressure, formal governance, and technological readiness. Specifically, business resources, management support and technological readiness were perceived to be of the outmost importance to the success of BYOD. Environmental factors of market forces, support from industry, government readiness and the sociocultural factor are identified. Findings from the structuration analysis reports the presence of rules and resources (structures) which SMEs draw upon in their BYOD actions and interactions. It provides understanding on the guiding structures such as "no training" and "no formal governance" within which BYOD meanings are formed, and actions such as allowing employees to use their devices to access organisational resources without the fear of security breaches and data theft, are enacted. While it is true that the successive adoption of ICTs in organisation depends on the availability of a conducive formal policy, findings in the study show that SMEs used their business resources and management support as guiding structures of domination which were legitimized by internal informal verbal rules, lack of an institutional BYOD specific policy, minimal industry support; and the presences of social pressure

Teachers\u27 Attitudes and Perceptions on Bring Your Own Device Programs in the Secondary Classroom

Cavazos, Michelle M., Teachers\u27 Attitudes and Perceptions on Bring Your Own Device Programs in the Secondary Classroom. Doctor of Education (Ed.D.), March 2019, 105 pp., 3 tables, 4 figures. The purpose of this research is to investigate teacher attitudes and perceptions of Bring Your Own Device (BYOD) on learning in the secondary classroom. The study was completed as a qualitative narrative inquiry. The study took place in a high school that has had BYOD policies in place since the beginning of the establishment of the campus. The manuscript brings forward the themes and reflections that represent teacher attitudes and perceptions of the BYOD implementation on learning in the secondary classroom

The performativity of BYOD

Bring-Your-Own-Device (BYOD) is a trend introduced by a large IT corporation in 2009 realised as a consequence of the consumerization of Information Technology. BYOD is described as the phenomenon of using personal mobile devices connected to corporate networks to perform work. This study aims to understand consumerization of IT and BYOD in the Tertiary Education sector, particularly the context of BYOD in universities in both the United Kingdom and Malaysia. The study will commence with a pilot case study in the Computer Science Department of a UK University to explore its current systems and support for staff and students, gathering insights on the consideration of BYOD for the department. As this is a phenomenological study, Actor Network Theory (ANT) is selected as an initial lens. This seeks to create a ‘timeless snapshot’ of phenomena in time, space and social change. This paper aims to set the scene for the study in terms of the performativity of BYOD by reviewing the literatures pertaining to the history of BYOD, and the implementation of BYOD in the commercial and education sectors

Stakeholder Perspectives on the use of Bring Your Own Device (BYOD) for learning and their impact on the educational outcomes of Māori students in Aotearoa New Zealand

The growing need to ensure that Aotearoa New Zealand’s young people are equipped with sophisticated digital competencies and 21st century skills is compelling educators to explore more creative ways to incorporate digital technologies into their daily teaching and learning programmes. Enter ‘Bring Your Own Device’ (BYOD) - the use of personally owned devices for learning. Once considered a taboo in the classroom (Ray, 2013), BYOD is now rated among the more socially accepted technology solutions in schools as government agencies and educators alike are recognising that an increasing number of students, regardless of socioeconomic status, now personally own, or have access to, a mobile device (Song, 2014; Kim, Buckner, Kim, Makany, & Taleja, 2012). However, to date, very little research has been undertaken to identify whether any clear link exists between the use of digital technologies such as BYOD, and an improvement in the achievement rates and educational outcomes of students, in particular Māori learners, in Aotearoa New Zealand schools. With the release of recent government initiatives intent on achieving a dramatic increase in Māori student qualification achievement rates by 2017 (Ministry of Education, 2012), it is especially important to understand what difference, if any, do technologies such as BYOD mean to Māori student achievement. This case study was undertaken with the intent to contribute to this knowledge gap by exploring the use of BYOD across different secondary school settings in Aotearoa New Zealand. The aim was to gain an understanding from the perspective of key stakeholders, what impact, if any, these tools have on the learning outcomes of Māori students. Data for this study was collected using a qualitative analysis approach and supported by the principles of the Kaupapa Māori research method (Smith, 1990). This was achieved through exploratory interviews held with a range of participants from three identified stakeholder groups. Participants included education sector officials, school students and teachers from three distinct secondary provider types, each located within the North Island. The ‘Realising Māori Potential’ (RMP) framework (Te Puni Kokiri, 2014) along with several relevant elements of the Kaupapa Māori theory (Smith, 1990) were used to guide the literature review. The main findings were framed using a combination of the key questions explored by this study, together with the RMP framework as an additional lens. The findings have been used to devise the recommendations outlined at the end of this document and are summarised as follows: • Although the interest in BYOD in Aotearoa New Zealand schools appears to be increasing, it is still a relatively new technological approach for teaching, learning and assessment and is not yet well understood; • Not all schools have strategies in place for measuring the effectiveness of BYOD for learning; • All participants perceived that, when used appropriately, BYOD could help to improve the educational outcomes of Māori students; • While statistics suggest that more and more students now own a mobile device of some flavour, all participants perceived that affordability and lack of access to a device continues to be a key barrier for Māori students; • Providing educators with more professional development opportunities and the time to undertake regular training was considered by all teachers as a necessary enabler for ensuring the effective use of BYOD for Māori student learning; • Teacher knowledge has an impact on the use of BYOD in schools; • Students require more support at home from parents and whānau. Based on the findings, particularly in respect to the key barriers and enablers identified in this study, this report makes several recommendations that are intended to inform and assist concerned stakeholders across the wider education sector, in developing strategies to address each of the components that fall within their area of interest and control

Factors driving employee participation in corporate BYOD programs: A cross-national comparison from the perspective of future employees

As individuals all around the world increasingly use mobile devices in their daily life, their desire to use the same devices in the workplace continuously grows. In response, organizations are more and more allowing their employees to use their own devices for both business and private purposes and offer so called ‘Bring-your-own-Device’ (BYOD) programs. For organizations with global operations there is a need to examine the drivers of BYOD demand across different national cultures to assess how to develop a successful BYOD program. Based on recent literature on BYOD, we examine how different factors contribute to employees’ behavioural intention to participate in a BYOD program across different national cultures. The model was examined by surveying students from China, Germany and U.S. in their final term. The results show significant cross-cultural differences, particularly regarding the 'Perceived Threats'. Overall this study offers novel insights for cross cultural BYOD implementations

Server-based and server-less BYOD solutions to support electronic learning

Over the past 10 years, bring your own device has become an emerging practice across the commercial landscape and has empowered employees to conduct work-related business from the comfort of their own phone, tablet, or other personal electronic device. Currently in the Department of Defense, and specifically the Department of the Navy, no viable solution exists for the delivery of eLearning content to a service member's personal device that satisfy existing policies. The purpose of this thesis is to explore two potential solutions: a server-based method and a server-less method, both of which would allow Marines and Sailors to access eLearning course material by way of their personal devices. This thesis will test the feasibility and functionality of our server-based and server-less solutions by implementing a basic proof of concept for each. The intent is to provide a baseline from which further research and development can be conducted, and to demonstrate how these solutions present a low-risk environment that preserves government network security while still serving as a professional military education force multiplier. Both solutions, while demonstrated with limited prototypes, have the potential to finally introduce bring your own device into the Department of the Navy's eLearning realm.http://archive.org/details/serverbasedndser1094549343Captain, United States Marine CorpsCaptain, United States Marine CorpsApproved for public release; distribution is unlimited