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Bring your own device – a snapshot of two Australian primary schools

Maher, Damian and Twining, Peter (2017). Bring your own device – a snapshot of two Australian primary schools. Educational Research, 59(1) pp. 73–88.

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Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.

Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.

Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.

Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects.

Item Type: Journal Item
Copyright Holders: 2016 NFER
ISSN: 1469-5847
Keywords: BYOD (Bring Your Own Device) strategies; home/school links; primary schools; mobile devices; ICT
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 47546
Depositing User: Peter Twining
Date Deposited: 07 Oct 2016 12:16
Last Modified: 14 Jun 2017 09:15
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