Affordances and constraints of byod (bring your own device) for learning in higher education: teachers’ perspectives. Song, Y. & Kong, S. C. In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, pages 105–122. Springer, Singapore, 2017. ![Affordances and constraints of byod (bring your own device) for learning in higher education: teachers’ perspectives [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex This paper reports on a study in the Scholarship of Learning and Teaching (SoLT) aiming at examining the affordances and constraints of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers’ perspectives in higher education to enhance students’ learning. Seventeen teachers from eight departments and centers participated in the 1-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 Web site, and teaching plans. Content analysis was adopted in the data analysis. The research findings show that (1) seven types of BYOD conceptualized affordances were identified for varied pedagogical purposes; and (2) three types of technical, social, and personal constraints were singled out. The findings provide insights for teachers to make use of the affordances of BYOD for innovative practices.
@incollection{song_affordances_2017,
title = {Affordances and constraints of byod (bring your own device) for learning in higher education: teachers’ perspectives},
isbn = {978-981-10-3342-1 978-981-10-3344-5},
shorttitle = {{RETRACTED} {CHAPTER}},
url = {https://link.springer.com/chapter/10.1007/978-981-10-3344-5_7},
abstract = {This paper reports on a study in the Scholarship of Learning and Teaching (SoLT) aiming at examining the affordances and constraints of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers’ perspectives in higher education to enhance students’ learning. Seventeen teachers from eight departments and centers participated in the 1-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 Web site, and teaching plans. Content analysis was adopted in the data analysis. The research findings show that (1) seven types of BYOD conceptualized affordances were identified for varied pedagogical purposes; and (2) three types of technical, social, and personal constraints were singled out. The findings provide insights for teachers to make use of the affordances of BYOD for innovative practices.},
language = {en},
urldate = {2018-04-30TZ},
booktitle = {Emerging {Practices} in {Scholarship} of {Learning} and {Teaching} in a {Digital} {Era}},
publisher = {Springer, Singapore},
author = {Song, Yanjie and Kong, Siu Cheung},
year = {2017},
doi = {10.1007/978-981-10-3344-5_7},
pages = {105--122}
}
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