This paper reports on a study aiming at examining the affordances of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers’ perspectives in higher education. Seventeen teachers from eight departments and centers participated in the one-year study. The affordances and constraints of BYOD were examined under the “framework of affordances and constraints in BYOD-supported learning environment”. Data collection included class observations, class videos, field notes, resources on the BYOD website and teaching plans. Content analysis was adopted in the data analysis. The research findings identified seven types of BYOD conceptualized affordances. Discussions are made. Copyright © 2015 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings|
|Editors||Hiroaki OGATA, Weiqin CHEN, Siu Cheung KONG, Feiyue QIU|
|Place of Publication||Ishikawa, Japan|
|Publisher||Asia-Pacific Society for Computers in Education|
|Publication status||Published - 2015|
CitationSong, Y., & Kong, S. C. (2015). What are the affordances of BYOD (Bring Your Own Device) for learning from teachers’ perspectives in higher education?. In H. Ogata, W. Chen, S. C. Kong, & F. Qiu (eds.), Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings (pp. 745-749). Ishikawa, Japan: Asia-Pacific Society for Computers in Education.
- Higher education
- Teachers’ perspectives