dc.contributor.author	Mercer, Valerie Smith
dc.coverage.spatial	Central and North America -- United States	en_US
dc.coverage.temporal	c.2010-2016	en_US
dc.date.accessioned	2016-05-16T14:07:21Z
dc.date.available	2016-05-16T14:07:21Z
dc.date.issued	2016-05
dc.identifier	8744C7B1-A5AD-48E5-975F-FD0AB25F259E
dc.identifier.uri	http://hdl.handle.net/10428/2177
dc.description.abstract	BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Statement of the Problem 3 Conceptual Framework 4 Purpose of the Study 8 Research Questions 9 Definition of Terms 9 Research Design 10 Sampling Techniques 11 Significance of the Study 11 Organization of the Study 12 Chapter II: REVIEW OF LITERATURE 14 The History: Reaching BYOT Capable Status in Schools 14 BYOT in the Corporate World 19 BYOT Appears in Schools 20 BYOT in the Classroom 26 School Goes Online 30 BYOT Benefits for Students 34 The BYOT Student 39 BYOT Considerations and Challenges 45 The Future of BYOT 51 Summary 52 Chapter III: METHODOLOGY 54 Study Purpose 54 Research Questions 54 Research Design 55 Population and Sample 55 Data Collection Procedures 56 Data Analysis Procedures 59 Summary 60 Chapter IV: RESULTS 62 Organization and Analysis 62 Research Questions 62 Analysis for Research Question 1 62 Analysis for Research Question 2 63 Analysis for Research Question 3 63 Analysis for Research Question 4 66 Summary 73 Chapter V: DISCUSSION 74 Overview of Study 74 Literature Review Summary 76 Methodology 81 Quantitative Findings 83 Qualitative Findings 85 Limitations of the Study 86 Discussion 87 Recommendations 98 REFERENCES 101 APPENDIX A: BYOT Questionnaire 124 APPENDIX B: Survey Communication 129 APPENDIX C: Exemption from Institutional Review Board 131	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Leadership	en_US
dc.subject	Dissertations	en_US
dc.title	An Analysis of the Relationship Between Bring Your Own Technology and Academic Achievement in the Middle School Environment	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Leader, Lars
dc.description.committee	Truby, William F.
dc.description.committee	Wiley, Ellen
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US