Understanding learning outcome divide in the learning process from a teachers perspective: A BYOD case study

Janak Adhikari, Anuradha Mathrani, Chris Scogings

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Technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of ICT enabled education further questions have been raised in terms of equity of information literacy and learning outcomes. For the last four years, we have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In earlier research we explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely digital access, digital capability and digital outcome. The earlier result sheds light on key issues affecting the learning process to contextualize factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. In this paper, we extend our analysis on how the key constructs (digital/information literacy, computer self-efficacy and nature of technology usage) are transforming school and classroom curriculum practices. Our analysis reveals changes in boundaries between formal and informal learning spaces with one-to-one devices providing the link between school and home, teachers being transformed to facilitators as students take more ownership of their own learning and how technology is shaping classroom activities which further influence learning outcomes which are known to result in digital outcome divides.

Original languageEnglish
Publication statusPublished - 01 Jan 2016
Event27th Australasian Conference on Information Systems, ACIS 2016 - Wollongong, Australia
Duration: 05 Dec 201607 Dec 2016


Conference27th Australasian Conference on Information Systems, ACIS 2016


  • BYOD classrooms
  • Classroom curricular practices
  • Digital divide in learning
  • Digital outcome divides

ASJC Scopus subject areas

  • Information Systems


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