{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/969"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/969","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Analyzing the impact of BYOD in secondary school English classrooms","abstract":"There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas.","abstract_html":"There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas.","abstract_has_math":false,"creators":["Schellenberg, Derrick"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education and Digital Technologies","degree_department":null,"school":null,"contributors":[],"advisors":["Kay, Robin"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-01","date_published":"2018-08-01","updated_at":"2026-07-24T05:35:26Z","subjects":["BYOD","Computers","Secondary school","Modern learning","OTO"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/969","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kay, Robin"]},{"key":"dc:creator","label":"Author","values":["Schellenberg, Derrick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-09-18T18:49:24Z","2022-03-25T18:44:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-09-18T18:49:24Z","2022-03-25T18:44:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education and Digital Technologies"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["BYOD","Computers","Secondary school","Modern learning","OTO"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/969"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas."]},{"key":"dc:title","label":"Title","values":["Analyzing the impact of BYOD in secondary school English classrooms"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kay, Robin"],"dc:creator":["Schellenberg, Derrick"],"dc:date.accessioned":["2018-09-18T18:49:24Z","2022-03-25T18:44:42Z"],"dc:date.available":["2018-09-18T18:49:24Z","2022-03-25T18:44:42Z"],"dc:date.issued":["2018-08-01"],"dc:description.abstract":["There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas."],"dc:identifier.uri":["https://hdl.handle.net/10155/969"],"dc:language.iso":["en"],"dc:subject":["BYOD","Computers","Secondary school","Modern learning","OTO"],"dc:title":["Analyzing the impact of BYOD in secondary school English classrooms"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education and Digital Technologies"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:26Z"}