Date
12-2019
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Kenneth Tierce
Keywords
BYOD, Technological Knowledge, Technology Acceptance
Disciplines
Education | Secondary Education
Recommended Citation
Grey, Alexander Randolph, "North Carolina Private School Educators' Perceptions of BYOD Implementation as a Lived Experience: A Transcendental Phenomenological Study" (2019). Doctoral Dissertations and Projects. 2295.
https://digitalcommons.liberty.edu/doctoral/2295
Abstract
The purpose of this transcendental phenomenological research study was to understand North Carolina private high school educators’ perceptions of the implementation of a Bring Your Own Device (BYOD) program as a lived experience. This research study utilized the theoretical lenses of the technological pedagogical content knowledge (TPACK) model and the technology acceptance model (TAM) frameworks to determine the perceptions of each educator participating in this research study in relation to BYOD integration into their classroom settings. Institutional Review Board (IRB) approval was secured from both Liberty University as well as the private school site. Participants in the study were asked to complete two assessment questionnaires containing 10 questions each regarding the participants’ level of TAM, complete three reflection journal posts, and also participate in a face-to-face interview to determine an accurate measure of their individual TPACK level at the time of BYOD implementation. A purposeful sampling procedure was used to select educators from private schools in North Carolina who met the study criteria and have implemented BYOD programs in their classrooms. Data collected included a questionnaire, an individual interview, and journals. Data were analyzed to produce codes and themes using the modified Stevick-Colaizzi-Keen method advocated by Moustakas. Data were analyzed and developed into stories of the participants. Three themes emerged: Value to the instructor, student engagement, and continued learning/professional development. Findings revealed that if the teacher was comfortable with technology, they were more likely to use BYOD. IN additions, when trained in BYOD through professional development, the level of teacher confidence increased, as did student engagement.
