Computers: An Essential Part of Daily Life in the 21st Century - Research Paper

Introduction

Over the recent past years, computers have grown into an essential part of daily human life. Recent rapid changes in the technological setting and the growing market of both micro computers have greatly contributed to the consideration of computers as important parts in human advancement (Janssen, & Phillipson, 2015). The emphasis of developing micro-computers such as tablets and smartphones can be said to be particularly pivotal in corporate fields and geo-cultural settings. As a result of technological advancement, Bring Your Own Device (BYOD) has become increasingly common in the workplace. Through the initiative, employees are being allowed to use their personal devices-tablets, laptops, and smartphones-for tasks related to their jobs. Similarly, in education, BYOD is mostly used in permitting students and teachers to incorporate personal devices into educational institutions. The devices are then used in accessing institutional information and services that can support learning.

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The advancement in technology today has led to a surge in the shipment of more portable computing devices such as smartphones, tablets, and laptops that have enabled the rollout of initiatives such as BYOD in most institutions across the globe-especially in the corporate world. As a result, in the increased shipment of these portable devices, there has been an increased emphasis on one-to-one technological programs that have brought about the exploration of technological provisions in schools today (Janssen & Phillipson, 2015). The costs involved in ensuring one-to-one access in educational institutions have also given the BYOD initiative an upper hand in being implemented in educational sectors.

Just like in the economic environment, where companies have recently been demanding that their employees improve their productivity through allowing for robust mobile programs for personal devices, the education sector across the globe has also been looking to improve the productivity of scholars by doing so (Afreen, 2014). In developed countries such as the US and countries in Europe, schools have put in place robust programs that allow the use of personal devices to be incorporated safely in the education system to raise student productivity and provide a significant competitive advantage when they enter the job market. This research aims to mobilize student engagement through the BYOD initiative in primary schools.

Background

Most education establishments across the globe have met the introduction of mobile computing devices in schools with approval (McLean, 2016). The approval can be attributed to the reported potential that these devices have been accorded in supporting contemporary teaching and learning views. More portable computing devices such as mobile and tablet devices have been seen to provide a potential to support collaboration between conventional and online learning environments (Afreen, 2014). Such collaboration in learning can be seen to be enabled by the instant access to the flexibility that mobile devices have provided. These mobile technology features have brought a significant change in the way that technology can be incorporated into primary education and how the incorporation is viewed. However, as much as scholars continue to support the probable benefits of BYOD initiatives in education, supporting models continue to be debated widely.

Technological provision models have since changed significantly over the past few years since computers were introduced in schools (Afreen, 2014). Changes have been noticed as significant shifts continue to rock the implementation in schools-initial implementation involved computer labs, before shifting to learning pods, followed by a shift to notebook programs before further shifting to one-to-one mobile programs. Throughout these shifts, it can be said that the biggest impact has come from theoretical sociocultural influences on the provision of technology (Afreen, 2014). These sociocultural influences have been realized through the implementation of shared learning as well as arrangements of learning pods and are now seen in the implementation of one-to-one access models and collaborative technological use.

Initially, for the one-to-one access model, two main provision forms have since been realized (McLean, 2016). The first has involved schools purchasing mobile devices for the implementation but remain as class sets on site and the second involves students coming with their own devices and taking full responsibility for them. For the first model, however, schools have been faced with the limitation of purchase costs as well as obtaining information technology requirements for maintaining the devices and tracking student work throughout their time in school. For the second model, the purchase burden is passed to parents, who, in most cases, acquire self-sourced devices as recommended by the institution. Alternatively, the parents can also acquire the devices through leasing arrangements as instigated by processes at the institution (Janssen & Phillipson, 2015). The second model, commonly referred to as the "Bring Your Own Device," has since been seen as a proper alternative for the initial plan.

By relieving schools from the cost pressure of purchasing devices for the provision of the one-to-one technology, the BYOD model has been considered to be quite beneficial as it also provides relief for technological support. Implementation of the model has since been advantageous in that it has incorporated several models of adaptations that can support parents in the acquisition of the devices for educational purposes (Afreen, 2014). In some instances, parents are left to purchase the devices as well as to oversee maintenance and software installation. In another instance, parents are left to purchase the devices, but the school takes over the management. In another instance, however, parents are left to purchase the devices, but the school only provides varying levels of maintenance and software installation.

The incorporation of BYOD in schools has been anticipated to benefit students by improving their engagement in school through collaborative assignments and the integration of a range of applications to teach core curricula (McLean, 2016). It has also been anticipated to improve learning opportunities through independent inquiry as the engagement is mainly attributed to student-centered approaches. Some of the pedagogical approaches centered on students have since emerged as a response to the conventional learning environment that is heavily considered to be non-standardized. These approaches to conventional learning environments have been anticipated to standardize the learning environment by allowing students to use their personal devices in for learning.

In the US, the incorporation of BYOD has been described as contributory to a flexible, collaborative environment for learning as studies have shown that students engaged in BYOD practices develop better creativity, critical thinking and communication skills (McLean, 2016). Other studies have also shown that the model improves skills in collaboration, citizenship, and confidence among the students. According to McLean, (2016), BYOD practices have contributed to the transformation of conventional classrooms by empowering both students and teachers using personalize approaches in learning.

Statement of Problem

With speculation of whether the implementation of BYOD is beneficial in education settings, this study aimed to test whether it has significant benefits. The study was set up to determine the effectiveness of implementing a BYOD model in primary schools. The research is specifically designed to answer the following questions:

• What is the performance of students in terms of class attendance in the two cohorts?
• What is the performance of students in terms of participation in the cohorts?
• What is the performance of students in terms of test scores in the cohorts?
• Is the implementation of BYOD significant in enhancing student performance in class?

Research Design

For this study, the research design that was considered most appropriate was the cohort study design. The design allowed for the research to be conducted over six months involving students from classes in four different schools-three that implemented different levels of BYOD and one that did not. This action research was an individual research type to analyze the effect of implementing BYOD in primary schools. The research design uses a quantitative framework and makes use of statistical occurrence within the specialized cohorts. The subgroups (cohorts) were united by similar characteristics as considered to be relevant to the research-the incorporation of BYOD in a learning environment or lack thereof.

A cohort study was regarded as the most appropriate design for this study since it is viable for situations that randomized control would be considered unethical. For this study, results would have easily been disrupted if different classes would be given different treatment concerning the implementation of the BYOD model within the same school. The design was also considered due to its ability to measure potential causes before an outcome is realized. The feature is essential in determining the causes that preceded the outcome and minimizing debate over the causes and effects of the research. The design is also flexible as it provides insight into effects over the entire duration of the study that are related to different types of changes.

Methodology

For three of the cohorts, the implementation was in three different scenarios. The first two scenarios were an informal single-teacher scenario and voluntary BYOD for students. The scenarios were implemented in the context of a school that had implemented a BYOD model. The third scenario was a planned and controlled whole school tablet scenario, also implemented by a school that implements the BYOD model. The last scenario involved a purely conventional mode of teaching for a school that did not implement BYOD.

The first scenario involved one school teacher who allowed students to bring their smartphones and tablets into class, which were then used collaboratively to find ways that the devices can support learning. The teacher's motives were driven by the desire to try a different approach to reach out to students. For the scenario, the teacher could provide Wi-Fi access for students' devices to support the learning setting. For the scenario, therefore, the teacher was expected to use the approach for six months and record students' progress through the entire period.

The second scenario involved a situation where the principal officially allowed students in senior years to bring their devices to school to support learning activities. For the chosen class, teachers were encouraged to allow the use of devices in class, although it was not made mandatory. Also, they were offered training on pedagogical uses of mobile devices in class before the implementation of the model. Although the IT administrator was not given responsibility for the students' devices, they were allowed access to the school Wi-Fi network to support their learning activities. The scenario was also run for six months as the teacher evaluated student performance throughout the entire period.

The third scenario involved official consultation of the school and parents to acquire tablets for their children for learning. The tablets were then managed by the school's IT department, which oversaw the implementation of the model. It also provides enhanced broadband and upgraded Wi-Fi for a planned increase in traffic. The scenario also involved training of teachers through workshops about the implementation of the model. The scenario was then run for six months, and s...