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

BRING-YOUR-OWN-DEVICE (BYOD) IN THE UNIVERSITY SECTOR: AN INTERPRETIVE CASE STUDIES APPROACH (20)

This paper presents initial result of on-going research into Bring-Your-Own-Device (BYOD) in the university sector as a means to discuss an inductive interpretive methods in information systems. It discusses the interpretivist view in information systems qualitative research and why it is chosen as the approach for this research. Explaining the ontological stance and subsequent epistemology, it contrasts positivist study and interpretivism. Multiple case studies are presented from the use of interviews and field observations. Following an iterative grounded process, it presents some interpretation of the interview transcriptions and shows how observation field notes can help support the interpretation towards the emergence of a grounded theory. Finally, the paper discusses interpretative theoretical frameworks: Actor Network Theory (ANT), Sociomateriality and Performativity to explore how such frameworks can be operationalised for on-going data collection and analysis

Teaching powerful geographical knowledge : a matter of social justice : initial findings from the GeoCapabilities 3 project

GeoCapabilities offers an approach for unlocking powerful disciplinary knowledge (PDK) for children. In phase three of the project, we are exploring how far GeoCapabilities ‘works’ for teachers serving communities in challenging socio-economic circumstances. We connect GeoCapabilities to social justice in education, theoretically. Then, using the topic of migration, we discuss initial empirical findings of how teachers understand PDK and their challenges for teaching PDK. Collaborative work between teachers and academics suggests that the social justice dimension of GeoCapabilities could be realised, with appropriate support for teachers. We conclude with a set of principles to inform the future work of GeoCapabilities

Technology Underutilized: Principal’s Role in Creating a Culture of High-Level Uses

Teachers need to maximize technology to support student learning by drawing upon varying pedagogical orientations; however, teacher-centered, highly structured approaches that foster low-level thinking is more prevalent. Although highly structured approaches help develop students’ foundational skills and content knowledge, student-centered, open-ended approaches foster high-level thinking aimed by the Common Core State Standards (CCSS). Literature suggests principals have an important role in the implementation of the CCSS and technology integration, but it does not capture the ways principals help teachers adopt high-level uses of technology. This research asks the overarching question, “What actions, decisions, and relationships do principals perceive contributed to a classroom culture that utilizes high-levels of technology to meet the expectations of the CCSS?” A qualitative research design with a phenomenological approach was utilized to discover the knowledge, dispositions, and actions of principals who were successful in creating a culture of high-levels of technology integration. Interviews with 12 public middle school principals in Massachusetts and Rhode Island with ample technology resources reaffirm literature and add new understandings. Findings show that these technology-oriented principals: (a) were knowledgeable about ways real-time collaborative tools supported student learning; (b) applied their knowledge about high-levels of technology integration in organizational decisions and actions; (c) encouraged experimentation with technology; (d) supported flexible uses of technology and teacher autonomy but continuity with some resources was needed; (e) provided teachers sustained technology-related professional development but comprehensive planning was not common; (f) recognized that first-order barriers continued to persist in their school; and (g) believed that slow implementation and colleagues helped slow adopters overcome second-order barriers but peer coaching was needed. The findings suggest that these principals provided most Essential Conditions of Transformational Learning and applied Professional Standards for Educational Leaders to create a culture of high-level technology use. The outcomes of this study call attention to the complexity of achieving high-levels of technology integration in schools with or without sufficient resources and technology-oriented leadership

How Facets of Work Illuminate Sociotechnical Challenges of Industry 5.0

This conceptual contribution explains how the idea of “facets of work” can refocus traditional sociotechnical concerns to increase their relevance in increasingly automated and digitalized workplaces far removed from situations studied by early sociotechnical researchers. A background section summarizes how the sociotechnical approach seems pervasive but possibly outdated in some ways. It explains how the idea of “facets of work” emerged from attempting to bring richer, more evocative ide-as to systems analysis and design. Focusing on facets of work during initial discussions of requirements could provide guidance without jumping prematurely to precision and notation needed for producing technical artifacts. Tables with one row for each of 18 facets or one row for the first 9 (reflect-ing length restrictions) illustrates that the 18 facets 1) point to areas where the coexistence of people and robots in workplaces poses challenging sociotechnical issues, 2) apply to both sociotechnical and totally automated systems, 3) are associated with specific sets of concepts, 4) bring evaluation criteria and design trade-offs, 5) have useful sub-facets, and 6) imply open-ended questions for starting discussions. The conclusion summarizes this paper’s contribution to understanding challenges of Industry 5.0 and discusses next steps in developing and applying its ideas

Using mobile phones in support of student learning in secondary science inquiry classrooms

This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms

A Phenomenological Study of Teachers\u27 Lived Experiences with Cell Phones in the Classroom

The purpose of this phenomenological study was to discover high school teachers\u27 experiences with cell phones in the classrooms during instructional time at Quaker High School. The theory guiding this study is Jean Piaget\u27s constructivism theory, as it argues that knowledge is produced, and meaning is formed through the experiences of one\u27s physical or mental actions in their environment. The methodology for this dissertation includes a study design that utilizes a phenomenological study method and consists of thirteen teachers from various backgrounds and locations. The setting for the study is a high school in Pittsburgh, PA. The data collection and analysis approach includes semi-structured interviews, focus group interviews, and document analysis. The data were analyzed using coding methods consisting of initial coding and NVivo coding practices. The data were searched for patterns, insights, or concepts. The approaches high school teachers use for instructing students with cell phones during teaching periods were the focus of this dissertation. Notably, the findings illuminate how cell phone usage in classrooms impacts the scope of teachers\u27 autonomy in regulating such use and how it changes instructional methods. The research contributes to understanding how high school teachers navigate the challenges and opportunities presented by cell phones during instructional time