Abstract:
The growing need to ensure that Aotearoa New Zealand’s young people are equipped with sophisticated digital competencies and 21st century skills is compelling educators to explore more creative ways to incorporate digital technologies into their daily teaching and learning programmes. Enter ‘Bring Your Own Device’ (BYOD) - the use of personally owned devices for learning.
Once considered a taboo in the classroom (Ray, 2013), BYOD is now rated among the more socially accepted technology solutions in schools as government agencies and educators alike are recognising that an increasing number of students, regardless of socioeconomic status, now personally own, or have access to, a mobile device (Song, 2014; Kim, Buckner, Kim, Makany, & Taleja, 2012).
However, to date, very little research has been undertaken to identify whether any clear link exists between the use of digital technologies such as BYOD, and an improvement in the achievement rates and educational outcomes of students, in particular Māori learners, in Aotearoa New Zealand schools. With the release of recent government initiatives intent on achieving a dramatic increase in Māori student qualification achievement rates by 2017 (Ministry of Education, 2012), it is especially important to understand what difference, if any, do technologies such as BYOD mean to Māori student achievement.
This case study was undertaken with the intent to contribute to this knowledge gap by exploring the use of BYOD across different secondary school settings in Aotearoa New Zealand. The aim was to gain an understanding from the perspective of key stakeholders, what impact, if any, these tools have on the learning outcomes of Māori students.
Data for this study was collected using a qualitative analysis approach and supported by the principles of the Kaupapa Māori research method (Smith, 1990). This was achieved through exploratory interviews held with a range of participants from three identified stakeholder groups. Participants included education sector officials, school students and teachers from three distinct secondary provider types, each located within the North Island.
The ‘Realising Māori Potential’ (RMP) framework (Te Puni Kokiri, 2014) along with several relevant elements of the Kaupapa Māori theory (Smith, 1990) were used to guide the literature review.
The main findings were framed using a combination of the key questions explored by this study, together with the RMP framework as an additional lens. The findings have been used to devise the recommendations outlined at the end of this document and are summarised as follows:
• Although the interest in BYOD in Aotearoa New Zealand schools appears to be increasing, it is still a relatively new technological approach for teaching, learning and assessment and is not yet well understood;
• Not all schools have strategies in place for measuring the effectiveness of BYOD for learning;
• All participants perceived that, when used appropriately, BYOD could help to improve the educational outcomes of Māori students;
• While statistics suggest that more and more students now own a mobile device of some flavour, all participants perceived that affordability and lack of access to a device continues to be a key barrier for Māori students;
• Providing educators with more professional development opportunities and the time to undertake regular training was considered by all teachers as a necessary enabler for ensuring the effective use of BYOD for Māori student learning;
• Teacher knowledge has an impact on the use of BYOD in schools;
• Students require more support at home from parents and whānau.
Based on the findings, particularly in respect to the key barriers and enablers identified in this study, this report makes several recommendations that are intended to inform and assist concerned stakeholders across the wider education sector, in developing strategies to address each of the components that fall within their area of interest and control.
