Diffusion Of And Access To Innovation: The Efficacy Of Bring-your-own-device (byod) Programs To Improve Academic Achievement Of Students From Low-income Families
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TitleDiffusion Of And Access To Innovation: The Efficacy Of Bring-your-own-device (byod) Programs To Improve Academic Achievement Of Students From Low-income Families
AbstractABSTRACT MARCIA COSTON-SCOTT THE EFFICACY OF BRING-YOUR-OWN-DEVICE (BYOD) PROGRAMS TO IMPROVE ACADEMIC ACHIEVEMENT OF STUDENTS FROM LOW-INCOME FAMILIES Under the direction of OLIVIA M. BOGGS, Ed.D. The purpose of this mini-ethnographic case study was to examine the perspectives of school leaders and teachers regarding the effectiveness of mobile learning devices in improving academic achievement of low-income students in the disciplines of mathematics and reading and to analyze the implementation/integration, policies, procedures and evaluation techniques of a Bring Your Own Device (BYOD) Program in a Title I school. The research targeted the persistent problem of academic achievement gap between students from low income families and their peers from high income families in the areas of mathematics and reading which can further be exacerbated by the limited or restricted access to the use of mobile devices as learning tools. The study also examined the implementation/integration challenges of Bring Your Own Device (BYOD) programs. Of concern was how mobile learning devices in the classroom can help students from low-income families improve student achievement in mathematics and reading. Moreover, the study investigated the implementation and integration challenges schools face when using technology in schools. The research was conducted at a Title 1 middle school with a successful history of implementing a BYOD Program. The school district is recognized throughout the state, country and internationally for their Bring Your Own Technology (BYOT) Program. The data analysis from the semi-structured interviews conducted with the Principal, Technology Support Specialist and open ended survey responses from three Mathematics teachers, two Reading teachers and one English Language Arts teacher and document analysis and observation notes produced four themes that were aligned with the theoretical framework. The findings of the research explain how the school uses mobile technology as an instructional strategy in conjunction with researched based teaching practices to improve student achievement in the areas of mathematics and reading. Also, the findings of the research explain how the implementation of a well-developed Professional Development Program, along with technology training, is essential to providing support for teachers to enhance their instruction by integrating technology usage in classrooms.