Skip to main content
SpringerLink
Log in

RETRACTED CHAPTER: Affordances and Constraints of BYOD (Bring Your Own Device) for Learning in Higher Education: Teachers’ Perspectives

  • Chapter
  • First Online:
Emerging Practices in Scholarship of Learning and Teaching in a Digital Era

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.

This chapter is retracted because of duplicate publication. The erratum to this chapter is available online at https://doi.org/10.1007/978-981-10-3344-5_23

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Alberta Education. (2012). Bring your own device: A guide for schools. Retrieved from http://education.alberta.ca/admin/technology/research.aspx.

  • Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J, 12(2), 113–124.

    Article  Google Scholar 

  • Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computers & Education, 50(4), 1439–1450.

    Article  Google Scholar 

  • Churchill, D., Lu, J., & Chiu, T. K. (2014). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163–165.

    Article  Google Scholar 

  • Dennen, V. P., & Hao, S. (2014). Intentionally mobile pedagogy: The M-COPE framework for mobile learning in higher education. Technology, Pedagogy and Education, 23(3), 397–419.

    Article  Google Scholar 

  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.

    Article  Google Scholar 

  • Gibson, J. J. (1979). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology. Hillsdale, N.J.: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones and social media. The Internet and Higher Education, 19, 18–26.

    Article  Google Scholar 

  • Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K., Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428–44). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Jonassen, D. H., Hernandez-Serrano, J., & Choi, I. (2000). Integrating constructivism and learning technologies. In J. M. Spector & T. M. Anderson (Eds.), Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity (pp. 103–128). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

    Google Scholar 

  • Kaptelinin, V., & Nardi, B. (2012). Affordances in HCI: Toward a mediated action perspective. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 967–976). ACM.

    Google Scholar 

  • Klopfer, E., & Squire, K. (2008). Environmental detectives—The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203–228.

    Article  Google Scholar 

  • Kobus, M. B., Rietveld, P., & Van Ommeren, J. N. (2013). Ownership versus on-campus use of mobile IT devices by university students. Computers & Education, 68, 29–41.

    Article  Google Scholar 

  • Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440.

    Article  Google Scholar 

  • Norman, D. A. (1998). The invisible computer: Why good products can fail, the personal computer is so complex, and information appliances are the solution. Cambridge, Mass., London: MIT Press.

    Google Scholar 

  • Rinehart, D. L. (2012). Students using mobile phones in the classroom: Can the phones increase content learning. Retrieved from http://adsabs.harvard.edu/abs/2012PhDT........15R.

  • Sølvberg, A. M., & Rismark, M. (2012). Learning spaces in mobile learning environments. Active Learning in Higher Education, 13(1), 23–33.

    Article  Google Scholar 

  • Song, Y. (2011). What are the affordances and constraints of handheld devices for learning at higher education? British Journal of Educational Technology, 42(6), E163–E166.

    Article  Google Scholar 

  • Song, Y. (2013). Developing a framework for examining the “niche” for mobile-assisted seamless learning from an ecological perspective. British Journal of Educational Technology, 44(5), E167–E170.

    Article  Google Scholar 

  • Song, Y., & Looi, C.-K. (2012). Linking teacher beliefs, practices and student Inquiry-based learning in a CSCL environment: A tale of two teachers. International Journal of Computer-Supported Collaborative Learning (ijCSCL), 7(1), 129–159. (Springer).

    Google Scholar 

  • Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective (Vol. 3). Springer Science & Business Media.

    Google Scholar 

  • Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers & Education, 69, 169–180.

    Article  Google Scholar 

  • Wertsch, J. (1998). Mind as Action. NY: Oxford University Press.

    Google Scholar 

Download references

Acknowledgements

The study was funded by Hong Kong Institute of Education under the Teacher Development Grant (TDG) (Ref: T0129). We would like to thank our project team members for their contributions to the work reported here.

Author information

Authors and Affiliations

  1. Department of Mathematics and Information Technology, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong

    Yanjie Song & Siu Cheung Kong

Authors
  1. Yanjie Song
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Siu Cheung Kong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yanjie Song .

Editor information

Editors and Affiliations

  1. Centre for Learning, Teaching and Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Siu Cheung Kong

  2. Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Tak Lam Wong

  3. Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

    Min Yang

  4. Department of Science and Environmental Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Cheuk Fai Chow

  5. Department of Chinese Language Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Ka Ho Tse

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Song, Y., Kong, S.C. (2017). RETRACTED CHAPTER: Affordances and Constraints of BYOD (Bring Your Own Device) for Learning in Higher Education: Teachers’ Perspectives. In: Kong, S., Wong, T., Yang, M., Chow, C., Tse, K. (eds) Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer, Singapore. https://doi.org/10.1007/978-981-10-3344-5_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-3344-5_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3342-1

  • Online ISBN: 978-981-10-3344-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation