International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 7, Issue 6 (June 2020), Pages: 57-68

----------------------------------------------

 Original Research Paper

 Title: BYOD implementation model in Malaysian schools: The perception and readiness of parents, schools, and teachers

 Author(s): Zulaiha Ali Othman 1, *, Meor Mohd Shahrulnizam Meor Sepli 1, Umi Asma’ Mokhtar 2, Yusri Hakim bin Yeop 3

 Affiliation(s):

 1Center for Artificial Intelligence Technology, Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
 2Center for Cyber Security, Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
 3Information Management, Federal Court of Malaysia, Istana Kehakiman, Precint 3, Putrajaya, Malaysia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-4238-5266

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2020.06.008

 Abstract:

The proliferation of digital technologies has brought upon new possibilities in revolutionizing education. Learning is no longer constrained to face-to-face interaction, but it is opened up to a whole new dynamic of interactive online classrooms. Correspondingly, the Ministry of Education Malaysia (MOE) has embarked on the 21st Century Learning, which focuses on technology as an enabler. As such, Bring Your Own Device (BYOD) implementation can be seen as an effective cost mitigation strategy to lessen the government's burden on providing the optimal 21st century pedagogical ecosystem. The previous studies found six important factors of BYOD’s implementation, which are infrastructure, safety, knowledge, community, health, and culture. Malaysia is also aiming towards BYOD’s implementation; however, the policy is only focused on four factors, namely knowledge, community, infrastructure, and security, with limited descriptions of each factor. Therefore, this paper aims to discuss all the identified factors and propose a model to implement the BYOD implementation at school. This is a two-pronged study in which an optimal BYOD implementation model is proposed and subsequently, a quantitative analysis on the perception and readiness of schools, teachers and parents towards BYOD is discussed. Due to the disruptive nature of BYOD, the majority means of parents’ responses lean more towards the negative spectrum of the Likert scale. Hence, several proactive recommendations are suggested to ensure BYOD a fruitful pursuit. 

 © 2020 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Bring your own device, Cybersecurity awareness, Cybersecurity education, School cybersecurity policy, 21st century learning

 Article History: Received 1 November 2019, Received in revised form 10 March 2020, Accepted 12 March 2020

 Acknowledgment:

This study is partly output of the DCP-2017-015/4 project and funded as well by the PP-FTSM-2019 grant, Universiti Kebangsaan Malaysia.

 Compliance with ethical standards

 Conflict of interest: The authors declare that they have no conflict of interest.

 Citation:

 Othman ZA, Sepli MMSM, and Mokhtar U et al. (2020). BYOD implementation model in Malaysian schools: The perception and readiness of parents, schools, and teachers. International Journal of Advanced and Applied Sciences, 7(6): 57-68

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14

----------------------------------------------

 References (33) 

  1. Ahmad N, Asma’Mokhtar U, Fauzi WFP, Othman ZA, Yeop YH, and Abdullah SNHS (2018). Cyber security situational awareness among parents. In the 2018 Cyber Resilience Conference, IEEE, Putrajaya, Malaysia: 1-3. https://doi.org/10.1109/CR.2018.8626830   [Google Scholar]
  2. Alberta Education (2012). Bring your own device: A guide for schools. Available online at: https://bit.ly/3ahzKct  
  3. Al-Qaraghuli A, Zaman HB, Olivier P, Kharrufa A, and Ahmad A (2011). Analysing tabletop based computer supported collaborative learning data through visualization. In the International Visual Informatics Conference, Springer, Selangor, Malaysia: 329-340. https://doi.org/10.1007/978-3-642-25191-7_32   [Google Scholar]
  4. Atoum A and Al-Hattab L (2015). Internet addiction and its relation to psychosocial adaptation among Jordanian high basic stage students. Journal of Psychology and Behavioral Science, 3(1): 96-104. https://doi.org/10.15640/jpbs.v3n1a10   [Google Scholar]
  5. Attewell P (1992). Technology diffusion and organizational learning: The case of business computing. Organization Science, 3(1): 1-19. https://doi.org/10.1287/orsc.3.1.1   [Google Scholar]
  6. Baker K (2014). Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools. M.Sc. Thesis, Unitec Institute of Technology, Auckland, New Zealand.   [Google Scholar]
  7. Chigona A and Chigona W (2010). An investigation of factors affecting the use of ICT for teaching in the Western Cape schools. In the 18th European Conference on Information Systems, Pretoria, South Africa: 61-72.   [Google Scholar]
  8. Christopher WW (2016). Using the DSAP framework to guide instructional design and technology integration in BYOD classrooms. Journal of Digital Learning in Teacher Education, 32(3): 85-94. https://doi.org/10.1080/21532974.2016.1169957   [Google Scholar]
  9. Davis FD (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3): 319-340. https://doi.org/10.2307/249008   [Google Scholar]
  10. Falloon G (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers and Education, 84: 62-77. https://doi.org/10.1016/j.compedu.2015.01.010   [Google Scholar]
  11. Fullan M (2012). Stratosphere: Integrating technology, pedagogy, and change knowledge. 1st Edition, Pearson Canada, Toronto, Canada.   [Google Scholar]
  12. Hassan J, Rashid RSRA, and Shahrina R (2012). Ketagihan penggunaan internet di kalangan remaja sekolah tingkatan 4 di bandaraya Johor Bahru. Journal of Technical, Vocational and Engineering Education, 6: 23-43.   [Google Scholar]
  13. Hu W, Zheng Y, and Li Y (2016). Internet addiction of college students from the psychological perspective. In the 3rd International Symposium on Engineering Technology, Education and Management, Guangzhou, China: 1-5. https://doi.org/10.12783/dtssehs/isetem2016/4415   [Google Scholar]
  14. Hwang GJ, Tsai CC, and Yang SJ (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology and Society, 11(2): 81-91.   [Google Scholar]
  15. Inman A (2012). How to start a BYOD program. Available online at: https://bit.ly/3asR2nm
  16. Intel Education (2014). BYOD planning and implementation framework. Clarity Innovations, Inc., Portland, USA. Available online at: https://bit.ly/2Khf3Tx
  17. Kamalludeen RM, Hassan A, and Nasaruddin NSA (2018). Student usage patterns of VLE-Frog. Journal of Personalized Learning, 2(1): 86-94.   [Google Scholar]
  18. Kim TG, Lee JH, and Law R (2008). An empirical examination of the acceptance behaviour of hotel front office systems: An extended technology acceptance model. Tourism Management, 29(3): 500-513. https://doi.org/10.1016/j.tourman.2007.05.016   [Google Scholar]
  19. Luo T and Murray A (2018). Connected education: Teachers’ attitudes towards student learning in a 1: 1 technology middle school environment. Journal of Online Learning Research, 4(1): 87-116.   [Google Scholar]
  20. McKnight K, O'Malley K, Ruzic R, Horsley MK, Franey JJ, and Bassett K (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3): 194-211. https://doi.org/10.1080/15391523.2016.1175856   [Google Scholar]
  21. McLean KJ (2016). The implementation of bring your own device (BYOD) in primary [elementary] schools. Frontiers in Psychology, 7: 1739. https://doi.org/10.3389/fpsyg.2016.01739   [Google Scholar]
  22. Murray OT and Olcese NR (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6): 42-48. https://doi.org/10.1007/s11528-011-0540-6   [Google Scholar]
  23. Ng W (2015). New digital technology in education: Conceptualizing professional learning for educators. Springer, Berlin, Germany. https://doi.org/10.1007/978-3-319-05822-1   [Google Scholar]
  24. Ng W and Cumming TM (2015). Sustaining mobile learning: Theory, research and practice. Routledge, Abingdon, UK. https://doi.org/10.4324/9781315766553-5   [Google Scholar]
  25. Ogie R (2015). Bring your own device: An overview of risk assessment. IEEE Consumer Electronics Magazine, 5(1): 114-119. https://doi.org/10.1109/MCE.2015.2484858   [Google Scholar]
  26. Parsons D and Adhikar J (2016). Bring your own device to secondary school: The perceptions of teachers, students and parents. Electronic Journal of E-learning, 14(1): 66-80.   [Google Scholar]
  27. Reed P, Romano M, Re F, Roaro A, Osborne LA, Viganò C, and Truzoli R (2017). Differential physiological changes following internet exposure in higher and lower problematic internet users. PloS One, 12(5): e0178480. https://doi.org/10.1371/journal.pone.0178480   [Google Scholar] PMid:28542470 PMCid:PMC5444838
  28. Romrell D, Kidder L, and Wood E (2014). The SAMR model as a framework for evaluating mLearning. Online Learning Journal, 18: 2. https://doi.org/10.24059/olj.v18i2.435   [Google Scholar]
  29. Ross K (2013). Teacher implementation of "bring your own device" at a suburban high school serving high SES students. Ph.D. Dissertation, Arizona State University, Tempe, USA.   [Google Scholar]
  30. Selwyn N, Nemorin S, Bulfin S, and Johnson NF (2017). Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3): 289-310. https://doi.org/10.1080/03054985.2017.1305047   [Google Scholar]
  31. Sherer P and Shea T (2011). Using online video to support student learning and engagement. College Teaching, 59(2): 56-59. https://doi.org/10.1080/87567555.2010.511313   [Google Scholar]
  32. Uche CM, Kaegon LE, and Okata FC (2016). Teachers' level of awareness of 21st century occupational roles in rivers state secondary schools. Journal of Education and Training Studies, 4(8): 83-92. https://doi.org/10.11114/jets.v4i8.1621   [Google Scholar]
  33. Yeop YH, Othman ZA, Abdullah SNHS, Asma’Mokhtar U, Fauzi WFP, and Ahmad N (2018). Key factors to implement BYOD in schools. In the 2018 Cyber Resilience Conference, IEEE, Putrajaya, Malaysia: 1-3. https://doi.org/10.1109/CR.2018.8626864   [Google Scholar]