The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education, Educational technology|
|Keywords:||Bring your own device, Bring your own technology, Byod, Instructional technology, Student engagement, Web 2.0|
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