How secondary schools transition into 1:1 bring your own device blended learning environments

Abstract

Many schools have implemented one device per student (1:1) programs. While the benefits of technology in education may not be fully realized until access is ubiquitous, 1:1 programs are often unsustainable. One way to make 1:1 technology sustainable is through the use of Bring Your Own Device (BYOD) policies. This study documented, via a historical case study, how staff of two secondary schools in Ontario implemented a 1:1 BYOD blended learning program. Through document analysis and interviews, this study revealed that staff focused on four areas including technology and infrastructure, professional learning, leadership, and adapting existing school tasks to implement a 1:1 BYOD program within their respective schools. Specifically, this research found that Wi-Fi networks, loaner devices and teacher devices supported access to technology and infrastructure. Professional learning offered to teachers at these schools focused on both learning digital tools and pedagogical change, and was largely teacher-directed. Participants also highlighted the importance of leadership development and distributed leadership throughout the implementation process. A final key finding reflected the need to adapt tasks that were already part of the school culture to support the implementation of the 1:1 BYOD program. Considerations for schools and school boards are described, along with implications for future research.