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1Running header: EFFECTS OF BYOT

Effects of the BYOT Program on Student Learning and Achievement

Vickie S. Sexton

Kennesaw State University


Introduction

Orientation to Topic

Technology has made a significant impact on education and changed the way we teach

and how students learn. The “BYOT” initiative in the Forsyth County School system of Georgia

is a perfect example of this statement in practice. The initiative represents a program whereby

students are encouraged to bring their personal technology devices to school to use for learning.

These devices may include laptops, e-readers, tablets, net-books, and cell phones and gaming

devices that are capable of an Internet connection. The BYOT initiative proposes that there exists

a certain comfort level for students who are using a technology tool that has been customized and

personalized to their needs and interests. As students utilize their devices in school, they can

learn new ways to use them for collaborating and communicating with their teachers and each

other to conduct research, solve complex problems, create original products, and publish their

work. As technology devices and tools continue to evolve and change, and equitable and

responsible use policies are determined and accepted, classroom management also changes. The

result is new teaching skills and strategies also evolve that promote the use of these devices,

supporting the four C‘s of digital learning: collaboration, creativity, communication and critical

thinking. ("Forsyth County Schools," 2013) This level of comfort among students using personal

technology devices to learn in the classroom would assume that achievement would increase due

to increased authentic engagement and access to information. The purpose of this study is to

examine the effects of the BYOT program on student achievement and learning. Additionally, as

Ting‘s 2012 study infers, there are limits to the use of devices such as a smaller screen, different

programs and applications than the school‘s networked computers, etc. (Ting, 2012) Input from


students and staff who are actively implementing the BYOT program is needed to find solutions

to any pitfalls that arise to improve the program‘s effectiveness.

Purpose

The purpose of this study is to examine the relationship between student achievement

and/or learning and the BYOT program in the classroom and to determine student and teacher

attitudes based on their experiences about the program to further improve the effectiveness of it.

Research Questions

Does the Bring Your Own Technology program affect student achievement and/or

learning?

o Should instructional strategies be adapted and changed to promote critical and

higher-order thinking among students using their own technology devices?

o What is the correlation between the BYOT program and student learning and/or

achievement?

Importance of the Study

Forsyth County Schools is a proven leader in the United States and beyond in the

effective use of BYOT, which encourages students to bring their personal technology tools and

devices to school for daily educational use in the classroom. (Forsyth County Schools, 2013)

BYOT is supported in every school within the district, and as devices and tools continue to

change, new instructional skills and strategies are evolving to promote their use. The district has

provided additional support and guidance to our schools, as requested, to facilitate the


implementation of BYOT in the form of staff development and leadership teams to assess the

levels of technology integration on an ongoing basis. In fact, BYOT has been so successful within

Forsyth County Schools that other school districts are requesting to be a part of district-led BYOT

tours as a model to guide them in the implementation of a similar program in their schools.

Therefore, it is important that we monitor the progress of students using these devices and keep

our pedagogical theories and instructional approaches fresh and successful in promoting student

achievement and learning through studies as this one to gain feedback for future improvement.

Definition of Terms

BYOT –The acronym "BYOT" stands for Bring Your Own Technology. This practice also is

often referred to as BYOD – Bring Your Own Device, whereby students bring their personal

technology tools to school for learning. (Forsyth County Schools, 2013)

Responsible use policy – Sometimes referred to as “acceptable use policy”, this term refers to a

policy that a user must agree to follow in order to be provided with access to a network or to the

Internet. It is common practice for many businesses and educational facilities to require that

employees or students sign an acceptable use policy before being granted network access.

(Rouse, 2013)

Laptop – This term refers to a portable, usually battery-powered microcomputer small enough to

rest on the user's lap.

E-reader – This term refers a portable, electronic device used for reading books and other text

materials that are in digital form.


Netbook– This term refers to a small, lightweight laptop computer used especially for Internet

access and email.

Gaming device –This term refers to a lightweight, portable electronic device with a built-in

screen, game controls, speakers and replaceable and/or rechargeable batteries or battery pack.

Netiquette – This term refers to proper manners or etiquette on the Internet. It involves

respecting the privacy of others as well as not acting in a manner that will upset or frustrate

others, especially in a communicatory way, such as in emails.

Cloud – This term refers to a “cloud”-based type of computing that allows users to run a

program or application on several different computers and/or devices at the same time. This

connectivity of these multiple computers is carried out via a communication network such as the

Internet.

Elearning – This term refers to learning carried out via electronic media, usually on the Internet.

Mlearning – This term is an abbreviation for “mobile learning”, which is learning which focuses

on learning with mobile devices and promotes convenience and accessibility of information from

virtually anywhere.

Literature Review

Fairly extensive literature review was conducted to collect information about previous

studies on the effects of a BYOT program or similar integrations of technology into education.

Four categories for these review sources were determined: technology integration into the

classroom, factors that affect the BYOT-integrated classroom environment, how student learning

was enhanced with the integration of technology into the classroom, and the pitfalls of using

mobile devices for educational purposes.


A technology integration study by Kiger, Herro and Prunty (2012) compared the

performance and achievement of a specific unit of instruction with all third grade students when

using flash cards as opposed to Ipod touches in daily practice of math facts. The study was done

at the same time each day in all four classes during the third quarter of 2010-11 school year when

instruction is the most intense of the school year. Two classes used Ipod touch devices (loaded

with ten apps for math practice) and two classes used their usual flash cards for daily practice of

math facts. Control variables included prior student achievement, student demographics, student

absence during study, and level of teacher education. The students participated in the study for

two weeks and data was collected in the form of a ten-minute post-intervention test on these

math facts. Data was analyzed and it was determined that the students with the mobile

intervention scored higher than those without the intervention. This study was predominantly

conducted to find out the cost-effectiveness of purchasing such devices to boost student

achievement. This quantitative study is relevant to my research because it addresses how

technology affected student achievement.

Similarly, Suhr, Hernandez, Grimes & etal. (2010) studied the improvement of English-

Language Arts test scores in upper elementary students over a participation period of two years

when one-to-one laptops were used by fourth grade students. Fourth graders were chosen for the

study due to the tendency of this age group to experience a slowdown in reading. This

quantitative study was done in two subtests on writing and literary response and analysis, since

these were two areas in which the students always used their laptops. Data was collected from

the results of their state‘s standardized test scores for the two years of one-on-one laptop

intervention into the ELA curriculum of the same 54 students in fourth and fifth grade. The

control group was 54 different non-laptop using students in fourth and fifth grade. A longitudinal


measure of change in their achievement was measured by the change in their scores over the

aforementioned period. Interviews, observations, surveys, and document analysis were also used

to better understand how laptops were used for teaching and learning in the one-to-one laptop

classrooms, with a focus on literacy instruction. (Suhr, Hernandez, Grimes, & etal., 2010, pg. 20)

This quantitative study adds to the growing literature that supports laptops and technology as

contributing to a small improvement in standardized test scores, however, does not address

mobile devices in the classroom, which is the focus of my research. However, it is relevant when

considering technology integration into the classroom.

Socio-economic factors were considered in a comparison between different socio-

economic statuses of students using mobile technology by Kim, Hagashi, Carillo, & etal. In

2011. They used the data from this mixed-method analysis to compare two unique, socially and

economically, schools (160 students- 80 from an urban school, 80 from a rural school) from the

same general geographic area. Their quest was to define the implications of adding a technology-

based mobile learning model to their curriculum. Their study used a series of pre/post-tests,

surveys, interviews and classroom observations to measure the effect of the mobile learning

technology intervention on student performance. It was concluded by this study that the use of

mobile devices in the rural areas expanded the students’ exposure to more engaging learning

experiences. This study is relevant to my research because of its focus on a key aspect of

availability of technology.

Valk, Rashid & Elder (2010) studied the effects of using mobile phones as a cost-

effective method to improve educational outcomes in outlying, remote, developing regions of the

world. Since the international community has been a proponent of equitable access to education

to all children, finding a way to achieve this access is very important. Therefore, many programs


have been piloted in these third-world countries with mobile phones as a mobile learning device

to deliver information and thus, improved education. This study endeavors to find out if this new

mlearning is, in fact, improving education. The research took six projects in five different

countries (Philippines, Bangladesh, Thailand, Mongolia and India) and considered the

educational purposes of each to determine their effect on the improvement of instruction. The

findings basically showed that access to instruction was improved but no strong evidence was

present that showed improvement in educational outcomes. This study is valid to my research

because it deals specifically with the use of mobile devices (while not owned by the test group)

and their impact on education.

Previous studies that assessed factors that affect the BYOT-integrated classroom

environment reviewed for the purposes of this project include a particular study by Besnoy,

Dantzler, & Siders addressing some of the important factors in the success or failure of using

technology in the gifted classroom. This was a qualitative study that considered the environmental

conditions that must be present in order for teachers to use technology in the classroom. The data was

collected from a survey sent to all teachers in their state with a gifted certification that asked

questions about professional development, infrastructure, teacher attitude, personal use, types of

classroom use and administrative support. Findings concluded that all of the aforementioned

variables must be present in developing a successful digital ecosystem in the gifted classroom. I feel

this study is relevant to my research because a classroom (not just a gifted one) that is receptive to

technology is absolutely necessary to implement any type of BYOT program.

Another consideration of integrating technology such as a BYOT program into the

educational setting is attitudes of parents and students toward learning with mobile devices.

A study performed by the Grunwald Associates (2013), a professional marketing research firm,

focuses on the perception of parents toward their children using mobile devices in the school


setting for the purpose of education. Basic technology ownership and usage data were collected

from 2,392 parents in the United States, representing 4,164 children. The general findings of this

quantitative study are that parents recognize the need of a technology-integrated curriculum in

order for their children to succeed in the fast-paced world of information. This profound

statement was included in the conclusion of their study:

This study is particularly relevant to my research because it directly speaks to the use of mobile

devices, owned by the students, in the classroom setting.

In the category of how student learning enhanced and/or achievement improved by

technology, several previous studies were reviewed. One such study was the dissertation of Dr. Tim

Clark, Forsyth County Schools Coordinator of Instructional Technology, which examined online

learning in an elementary classroom. In this five-week qualitative study, Clark (2011) sought to

determine what design of an online learning environment would best enhance the learning experience

for both teachers and students. Data collection involved observations, student/teacher open-ended

surveys, focus group interviews, and discussion with the teacher. The researcher, during the course of

the study, worked with the teacher to plan the design of this online environment while collecting and

triangulating the data. It was determined by this study that collaboration was the key factor on both

the part of the student as well as the teacher to have a positive, online learning experience including

input from both parties in the planning process. Recommendations by the researcher for a successful

online learning experience included the importance of ―”netiquette”, time for social interaction,

encouragement of student collaboration and asynchronous participation, student choice, and the

“All stakeholders, including parents, educators and industry, need more sound data on the ways in which mobile devices are available and used —or not used—in classrooms. And everyone needs to know what‘s working.”

Grumwald, 2013


modeling of teachers. This study will help in my research to pinpoint possible factors that may or

may not affect student engagement and learning in a BYOT classroom setting.

In another experimental study on the use of mobile technology by Martin & Ertzberger

(2013) attempts to determine the effects of here and now mobile learning, that is, learning that is

authentic, informal and engaging, on student achievement and attitudes toward learning in a college

setting were made by the researchers. Three treatment groups were tested using either Ipods, Ipads,

or a computer. In this mixed-method study, a pretest was given on the content to be taught. Then, the

content instruction was performed with the interventions. Lastly, a posttest and attitude survey was

administered. The data from the posttest was analyzed by a variation test called ANOVA. Data from

the attitude survey was analyzed by the Likert scale and a follow-up Tukey test. Findings showed a

significant increase in achievement when the computer-based instruction was used as opposed to the

Ipods/Ipads but student attitude was significantly more positive toward using the Ipads or Ipods. This

study is relevant to my research because it addresses student achievement and attitude, just on a

higher educational level.

Qualitative and quantitative data are gathered in the study by Ju-Ling, Chien-Wen &

Gwo-Jen (2010) as they try to develop a mobile learning system that is inquiry-based and is both

virtual and real-world, using mobile devices and wireless internet. Data was gathered in the form

of questionnaires before and after the study, focus group observation and interviews. This data

was analyzed by 6-point and 9-point Likert scales. The study found that student learning and

achievement can be improved most by incorporating both digital and physical environments for

inquiry-based instruction. This study is relevant to my research because it involves using devices

in the classroom and outside of the classroom. Therefore, with BYOT programs being so

versatile in their ease of use anywhere, the design of an effective mobile learning system for

inquiry-based instruction is important.


The research study by Nedungadi & Raman (2012) found that a cloud-based learning

system that supports e-learning and mobile learning is the answer because it provides the proper

pedagogical approach that students need with the necessary educational tools that teachers need

to guide students toward success. Furthermore, teachers are able to get instant feedback as well

as provide assessment via this “cloud”, thus personalizing a student‘s education to

adapt to his optimal learning styles and physical location. Data was collected through a

controlled pilot study whereby students could move easily between elearning and mlearning

through a qualitative survey questionnaire about student attitudes toward the interface and a

quantitative assessment. This study is relevant to my research because it deals with mobile

devices and using a “cloud” is just one way that schools could support a BYOT progam.

Lastly, I sought previous studies that addressed the negative aspects of personal devices

used in education and their implications for pedagogical design. Ting (2012) conducted a study

to determine how to overcome the pitfalls of mobile devices in learning such a small screen,

limited ways to input information and less than satisfactory power for computation. However,

the cost-effectiveness, ease of use and fact that almost everyone has a mobile device and is

comfortable using it, lends to a need to find solutions to these pitfalls and make these devices

more user-friendly for educational purposes. Data was gathered and analyzed initially with a

five-question survey (pretest) regarding student perceptions about using mobile devices and

scored on a 5-point Likert scale. Then, the same 35 students participated in the technology

intervention and then were given the same posttest as at the beginning to see if their perceptions

had improved. The study showed that student perception of using mobile devices had

significantly improved after actually using the devices. Therefore, this study is relevant to my


research because student perception and attitudes toward using devices is crucial to

implementing any type of BYOT program.

Methodology

Overview of Research Design

In this quantitative study, the focus group will be comprised of two third grade classes

with similar socio-economic, academic, and cultural backgrounds with similar numbers of

female and male students. A pretest will be given on the content to be taught to both focus

groups. The content standard addressed was agreed upon beforehand through collaboration with

that grade level and their plan of instruction according to their curriculum map. The specific

content standard was SS3H2which states specifically that the students will discuss the lives of

Americans who expanded people’s rights and freedoms in a democracy:

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony

(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New

Deal and World War II), Eleanor Roosevelt (United Nations and human rights),

Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting

rights), and César Chávez (workers’ rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had to

overcome and describe how they overcame them.

Since they had been addressing a specific historical figure every several weeks, we decided to

continue that pattern and focus on Frederick Douglass as the unit of instruction for the purposes

of this study since, according to their curriculum map, this was the point of study in their social

studies curriculum.


Permission was sought by the prospective teachers of these classrooms to gain their full

support and cooperation as well as parents and students via consent letters sent home and

returned to school by students and parents.

Next, identical content instruction by the classroom teacher was performed with the

intervention of BYOT on the treatment group and without the BYOT intervention on the other

focus group. Next, a posttest on the same content will be administered to both groups and

assessment data gathered. Finally, an attitude survey with close-ended questions was

administered to both the control and the experimental groups and the teachers of these groups as

well as the teachers at our school, as an optional survey.

The findings from both sets of data should determine the effects of BYOT on

achievement and learning as well as student and teacher attitudes on the BYOT program. By

analyzing the quantitative data from the study, we hoped to determine what kinds of changes

should be made in instruction or policy to ensure higher achievement and learning with the

BYOT program.

Participants

The pool of participants from Whitlow Elementary School, in Forsyth County, Georgia,

from which I drew my sample, is comprised of an almost equal ratio of males to females, is 58%

White, 22% Hispanic, 12% Black, and 8% Multiracial. 16.5% of Whitlow‘s student population

are English language learners and are served by the ESOL program. 31% of Whitlow‘s student

population are eligible for free and/or reduced lunch and determined to be

economically disadvantaged by this researcher based on this percentage. About 19% of

Whitlow‘s students are gifted and 156 of the school‘s students are served by the special

education in some manner. (Forsyth County Schools, 2013) Therefore, the participant pool was


varied and the students in the focus groups from third grade are representative of this total school

population. For the purposes of this study, the control and experimental groups were comprised

of two random third grade classes of 25 students in each class. A control group was used to more

carefully examine the intervention.

The fifty students who participated in the attitude survey were taken directly from both

control groups. The fifty teachers who participated in the attitude survey were volunteers who

anonymously returned the completed survey from a pool of the 75 teachers at Whitlow

Elementary to which the survey was offered. It was the researcher’s choice to have them remain

anonymous so as not to skew the results.

Data Sources/Instrumentation/Procedures

As previously stated, this quantitative study first gathered quantitative data about existing

student knowledge of the content standard and unit study on Frederick Douglass before and after

the intervention. I collaborated with the classroom teachers as to what type of assessment should

be made to address the particular requirements of mastery based upon where the students are on

the curriculum map and plan of study for the year. This study continued over a period of five

days to include pretest, content instruction, and posttest. The scores from both the control and

experimental groups were analyzed by conducting t-tests with paired samples for means to

determine the means, variances, p-values of both groups separately to be compared later for

differences in the data of both groups. and to gather as much information as possible to obtain as

large a sample as possible. The attitude survey was administered in a Likert-type (1-5) scale to

determine how the teachers and students feel about the BYOT program and its relation to

education. The Likert scale will be assigned a weight from 1 to 5 and ask students about using


BYOT in the classroom (1 = negative attitude, 5 = positive attitude) for the first two questions.

The survey was administered on paper to all participants.

Data Analysis Procedure

Observations were made by the researcher throughout the study, and continued for the

three consecutive days of instruction on this particular unit of study to ensure that the agreed-

upon instructional strategies were employed and there was equitable access to materials and that

all surveys, pre- and post-tests were secure. Results of the pre-instruction assessment as well as

the post-instruction assessment were scored to determine achievement with and without the use

of BYOT, all of which is displayed in Appendix G. The pre-test consisted of eight questions

about the life of Frederick Douglass and his significance in history and a slightly more in-depth

post-test (for full coverage of the standard) consisted of twelve questions on the same topic

(Appendix F).

Data from the attitude survey was analyzed by the Likert scale. The purpose of using the

Likert scale is to sum the scores for each respondent and the intent of the Likert will represent

different aspects of the same attitude. A copy of both student and teacher surveys are included in

Appendices D and E.

Results and Conclusion

Therefore, it was this researcher’s quest to answer the proposed research question: does

the Bring Your Own Technology program affect student achievement and/or learning?

o Should instructional strategies be adapted and changed to promote critical and

higher-order thinking among students using their own technology devices?

o What is the correlation between the BYOT program and student learning and/or

achievement?


The answer is yes. It was determined by looking carefully at the pre-test and post-test

scores of both the control group and the experimental group (with the BYOT

intervention), there was a significant rise in scores. The control group (no BYOT) had a

mean score of 62 on the pre-test and 87 on the post-test, showing a gain of 15 points after

instruction. The experimental group (using BYOT) had a mean score of 77 on the pre-test

and 82 on the post-test, showing a gain of 7 points. At first, it seemed that the control

group who used paper-and-pencil “worksheet” instruction made greater gains between

pre- and post-test scores however, the experimental group’s pre-test mean scores were 15

points higher than the control group (77 versus 62). Therefore, the experimental group

apparently had less room for improvement than the control group at the outset of the

study. Nevertheless, both groups had significant gains from pre-test to post-test. Also, the

null hypothesis of an improvement as a result of instruction with and without the BYOT

intervention in both groups cannot be rejected because the p-value is less than 0.05.

Therefore, the outcome of this quantitative study shows an improvement in achievement

and subsequently, learning as a result of the intervention of BYOT. These t-test results

also confirm a correlation between BYOT and student learning and achievement, which

answers another of the research questions of this study.

The results of the attitude survey for both the students and the teachers reflect an

overwhelming excitement about the BYOT program. Various anonymous teacher

comments state increased student enthusiasm about learning, participation and

engagement and generally stated that the “students love bring devices and using them in

the classroom”. Some teachers also felt that we, as educators, were preparing students for

jobs involving technology at an early age and observed that students seem to take


ownership of their learning more when using their own devices. Teachers also generally

stated that technology allows them, not requires them to differentiate lesson plans and

presentation of material in new and innovative ways, which confirms and answers this

researcher’s question of whether or not instructional strategies should be adapted and

changed to promote critical and higher-order thinking among students using their own

technology devices. Seventy-four percent of teachers surveyed reported allowing their

students to use their own technology for learning in the classroom every day or almost

every day. Sixty-two percent reported that they were comfortable with the BYOT

program in their classroom. An enormous one hundred percent felt that the BYOT

program benefits their students’ learning and/or achievement. Complete results of the

teacher survey can be found in Appendix E but the highest stated benefits that teachers

named of the BYOT program were improved problem-solving skills and creativity as

well as do more effective research.

Student comments are similar to those of the teachers and filled with enthusiasm

and engagement about the BYOT program. Sixty-eight per cent of students surveyed

reported bring their own device to school every day or almost every day. Seventy percent

reported that they were more comfortable using their own device. An overwhelming

ninety-four percent felt that the BYOT program benefits their learning. Complete results

of the student survey can be found in Appendix D but the highest stated benefits that

students named of the BYOT program were their ability to better share the learning with

others and express themselves as well as do more effective research.

Therefore, there are definite implication for the need for technology-infused

instruction for our students for increased achievement and learning as a result of this


research study. It is the sincere wish that district and school-based job-embedded and

modeling of great BYOT lessons in the way of professional learning should continue to

take place to ensure that technology is a definite part of instruction. Future research

should continue by our district to determine the effectiveness of the BYOT program by

monitoring student data and improving curriculum instruction to meet the needs of our

students for success in the 21st century and beyond.


References

Besnoy, K. D., Dantzler, J. A., & Siders, J. A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325.

Clark, Timothy Neal, “Designing our tribe with online learning in an elementary classroom”. (2011). Dissertations, Theses, and Capstone Projects, Paper 467.

Forsyth County Schools. (2013, July). Forsyth county schools BYOT initiative. Retrieved from http://www.forsyth.k12.ga.us/page/824

Forsyth County Schools. Forsyth County School System, (2013). R4 dashboard: student profiles. Retrieved from Forsyth County Schools website: http://r4dashboard.forsyth.k12.ga.us/

Grade three: Our democratic heritage: historical understandings. (2008, January 1). Georgia standards: social studies: grade three standards. Retrieved February 7, 2014, from https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Gr3%20Social%20Studies%20Stds%202009-2010%205-27-08.pdf

Grunwald Associates LLC. (2013). Living and learning with mobile devices: what parents think about mobile devices for early childhood and K–12 learning.

Ju-Ling, S., Chien-Wen, C., & Gwo-Jen, H. (2010). An inquiry-based mobile learning approach to enhancing social science learning effectiveness. Journal of Educational Technology & Society, 13(4), 50-62.

Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: a technologyintegration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209-218. doi:10.1007/s10643-009-0341-0

Kiger, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal Of Research On Technology In Education, 45(1), 61-82. Kim, P., Hagashi, T., Carillo, L., Gonzales, I., Makany, T., Lee, B., & Garate, A. (2011).

Socioeconomic strata, mobile technology, and education: a comparative analysis. Educational Technology Research and Development, 59(4), 465-486.

Laru, J. B. (2012). Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 20(2), 103-117.

Martin, F., & Ertzberger, J. (n.d). Here and now mobile learning: an experimental study on theuse of mobile technology. Computers & Education, 6876-85. doi:10.1016/j.compedu.2013.04.021

https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Gr3%20Social%20Studies%20Stds%202009-2010%205-27-08.pdf

https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Gr3%20Social%20Studies%20Stds%202009-2010%205-27-08.pdf

http://r4dashboard.forsyth.k12.ga.us/

http://www.forsyth.k12.ga.us/page/824


Nedungadi, P., & Raman, R. (2012). A new approach to personalization: integrating e-learningand m-learning. Educational Technology Research & Development, 60(4), 659-678. doi:10.1007/s11423-012-9250-9

Suhr, K. A., Hernandez, D. A., Grimes, D., & Warschauer, M. (2010). Laptops and fourth-grade literacy: assisting the jump over the fourth-grade slump. Journal Of Technology, Learning, and Assessment, 9(5).


Appendix ALiterature Review Source Map


Appendix BBYOT Survey for Students


Appendix CBYOT Survey for Teachers


Appendix DStudent Survey Results

Never1-2 times/week2-3 times/weekAlmost every dayEvery day

Question 1:How often do you bring your own device to school?

36%

4%

22%

6%

32%


Yes94%

No6%

Question 3: Do you feel that the BYOT program benefits your learning?

I can be more creative.

I can be better at problem solving.

I can be better at reading.

I can be better at math.

I can be better at science.

I can do more effective research.

I can be better at social studies and current events.

I can be better at interacting and communicating with others.

I can express myself better.

I can share my learning better with others.

0 2 4 6 8 10 12 14 16 18 20

Q4: What are benefits of the BYOT pro-gram?


Appendix ETeacher Survey Results

Never1-2 times/week2-3 times/weekAlmost every dayEvery day

Question 1: How often during the week do you allow stu-dents to use their own tech-nology in your classroom for learning?

34%

12%

14%

40%


Yes No

Question 3: Do you feel thatthe BYOT program benefits your students' learning and/or achievement and how? 100%

Question 4: If you answered ‘yes’ to the previous question, which of the following are benefits of the BYOT program?

Improved creativity.

Improved problem solving skills

They can be better at reading.

They can be better at math.

They can be better at science.

They can do more effective research.

They can be better at social studies.

Improved communication/interaction w/others

They can express themselves better.

They can share their learning better with others.

0 5 10 15 20 25 30 35 40


Appendix FPre-test and Post-test questions for both Focus Groups

Appendix FaPre-test questions

1. Frederick Douglass was born ___________.

a. to wealthy parentsb. enslavedc. in Africa

2. Douglass became a great writer, speaker, and fighter for ___________.

a. free slavesb. white citizensc. civil rights for African American men and women

3. Frederick Douglass worked hard to learn _____________.

a. to cut cottonb. to readc. the alphabet

4. As a young man, Douglass escaped to freedom in New York.

a. Trueb. False

5. Abolitionists want to _____________.

a. promote slaveryb. end slaveryc. increase slavery

6. Douglass wrote _______________.

a. amendments to the Constitutionb. a new slavery lawc. his life story

7. The Underground Railroad was _______________.

a. a train that travelled through the western states


b. a secret network of people that helped enslaved people escape to freedomc. a subway train in New York City

8. Frederick Douglass and President Abraham Lincoln were friends.

a. Trueb. False

Appendix Fb

Post-test questions

1. Frederick Douglass was born ___________.

d. to wealthy parentse. enslavedf. in Africa

2. Douglass became a great writer, speaker, and fighter for ___________.

d. free slavese. white citizensf. civil rights for African American men and women

3. Frederick Douglass worked hard to learn _____________.

d. to cut cottone. to readf. the alphabet

4. As a young man, Douglass escaped to freedom in New York.

c. Trued. False

5. Abolitionists want to _____________.

d. promote slaverye. end slaveryf. increase slavery

6. Douglass wrote _______________.

d. amendments to the Constitutione. a new slavery lawf. his life story


7. Because Frederick Douglass was in danger of being captured by slave catchers, he escaped to ______________.

a. Canadab. Great Britainc. United States

8. While in England, friends bought Douglass his freedom from his owners.

a. Trueb. False

9. Douglass returned to the United States and started ______________.

a. a school for slavesb. a restaurant for black familiesc. an anti-slavery newspaper called The North Star

10. The Underground Railroad was _______________.

d. a train that travelled through the western statese. a secret network of people that helped enslaved people escape to freedomf. a subway train in New York City

11. Frederick Douglass and President Abraham Lincoln were friends.

c. Trued. False

12. Douglass displayed the character traits of _____________.

a. determinationb. freedom of conscience and expressionc. all of the above


Appendix G

Results of the pre-instruction assessment as well as the post-instruction assessment were scored to determine achievement with and without the use of BYOT

Appendix Ga

T-test Results of Experimental Group (with BYOT)


Appendix Gb

T-test Results of Control Group (no BYOT)

Documents

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