Skip to main content
SpringerLink
Log in

Motivations for 21st century school children to bring their own device to school

  • Published:
Information Systems Frontiers Aims and scope Submit manuscript

Abstract

Bring-Your-Own-Device (BYOD) is an emerging phenomenon in businesses and schools. Despite accelerating adoption in schools, the factors that affect students’ use of BYOD are still not well articulated. We used a modified version of Taylor and Todd’s (1995) decomposed Theory of Planned Behaviour (D-TPB) to evaluate antecedents to behavioural intention to use BYOD in classrooms. The descriptive results paint a mixed picture, where pupil’s own enthusiasm for the use of their own devices in the class-room seems to be higher that of other parties. The results of the model show that students’ behavioural intention to use their own device is substantially influenced by their attitude and moderately influenced by their subjective norms and perceived behavioural control. This study contributes to mid-range theory by adapting the D-TPB for the study context, and has practical implications for parents, educators and officials developing BYOD policies for schools.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Notes

  1. http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf

  2. A word in the Maori language, (the language of the indigenous people of New Zealander); this term is also widely used by English-speaking New Zealanders, meaning: extended family, family group. In modern times, the meaning is sometimes extended to include close friends

  3. A workshop technique for a group of people, for sorting items into categories

  4. Using my own device at school is bad idea” was coded as 2, and a “good idea” as 1, similarly, “I dislike the idea of using my own device” was coded as 2, while the converse was coded as 1.

References

  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: cognitive absorbtion and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694.

    Article  Google Scholar 

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.

    Article  Google Scholar 

  • Anjard, R. (1995). Management and planning tools. Training for Quality, 3(234–37).

  • Ajzen, I. (2002). Residual effects of past on later behavior: Habituation and reasoned action perspectives. Personality and Social Psychology Review, 6(2), 107--122.

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

    Article  Google Scholar 

  • Bhattacharjee, A. (2001). Understanding information systems continuance: an expectation-confirmation model. MIS Quarterly, 25(3), 351–370.

    Article  Google Scholar 

  • Chan, T., Roschelle, J., Hsi, S., Kinshuk, K., Sharples, M., Brown, T. J., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3–29.

    Article  Google Scholar 

  • Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

    Article  Google Scholar 

  • Douglas, R. (2011). ICT for teaching and ICT for learning: They are not the same. Computers in New Zealand Schools, 23(2), 126–136.

    Google Scholar 

  • Fisher, A. (2011, 20 March). Teachers put in the picture on ‘screenagers’. The DomnionPost. Wellington. Retrieved from www.stuff.co.nz

  • Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley, 6.

  • Gefen, D. (2003). TAM or just plain habit: a look at experienced online shoppers. Journal of End User Computing Hershey: Jul-Sep 2003, 15(3), 1–13.

    Article  Google Scholar 

  • Gefen, D., Straub, D., & Boudreau, M. C. (2000). Structural equation Modelling and Regression. Communications of the Association for Information Systems, 4(7), 1–70.

    Google Scholar 

  • Gikas, J., & Grant, M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19(18–26).

  • Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6th ed.). New Jersey: Prentice Hall.

    Google Scholar 

  • Harris, C. (2012). Going mobile: key issues to consider for schools weighing BYOD. School Library Journal, 58(1), 14.

    Google Scholar 

  • Hartwick, J., & Barki, H. (1994). Explaining the role of user participation in information system use. Management Science, 40(4), 440–465.

    Article  Google Scholar 

  • Hong, S.-J., Thong, J., Moon, J.-Y., & Tam, K.-Y. (2008). Understanding the behaviour of mobile data services consumers. Information Systems Frontiers, 10(4), 431–445.

    Article  Google Scholar 

  • John, P., & Sutherland, R. (2005). Affordance, opportunity, and the pedagogical implications of ICT. Educational Review, 57(4), 405–413.

    Article  Google Scholar 

  • Kappelman, L., McLean, E. R., Luftman, J., & Johnson, V. (2013). Key Issues of IT Organizations and Their Leadership: The 2013 SIM IT Trends Study. MIS Quarterly Executive, 14(4), 227–240.

    Google Scholar 

  • Kartas, A., & Goode, S. (2012). Use, perceived deterrence and the role of software piracy in video game console adoption. Information Systems Frontiers, 14(2), 261–277.

    Article  Google Scholar 

  • Kline, P. (2000). Handbook of Psychological Testing. In London. England: Routledge (Taylor Francis Group).

    Google Scholar 

  • Lee, M. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation mode. Computers & Education, 54(2), 506–516.

    Article  Google Scholar 

  • Liaw, S., Huang, H., & Chen, G. (2007). An activity-theoretical approach to investigate learners’ factors toward e-learning systems. Computers in Human Behavior, 23(4), 1906–1920.

    Article  Google Scholar 

  • Nielson, L. (2013). Seven Myths about BYOD. thejournal.com , 1–3

  • Norris, C., & Soloway, E. (2011). From Banning to BYOD: the inevitable shift is at the heart of school change. District Administration, 47(5), 94.

    Google Scholar 

  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd Edition) New York. New York: McGraw-Hill.

    Google Scholar 

  • Peng, H., Chou, C., & Chang, C.-Y. (2008). From virtual environments to physical environments: exploring interactivity in ubiquitous learning systems. Educational Technology and Society, 11(2), 54–66.

    Google Scholar 

  • Rogers, E. (2003). Diffusion of Innovations (5th ed.). New York, NY: Free Press.

    Google Scholar 

  • Straub, E. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625–649.

    Article  Google Scholar 

  • Sumac, B., Hericko, M., & Pusnick, M. (2011). A meta-analysis of e-learning technology acceptance: the role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077.

    Article  Google Scholar 

  • Tate, M., & Hoshek, D. (2009). A model for the effective management of re-usable learning objects (RLOs): lessons from a case study. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 51–72.

    Google Scholar 

  • Tate, M., Evermann, J., & Gable, G. (2015). An integrated framework for theories of individual attitudes towards technology. Information Management, 52(6), 710–727.

    Article  Google Scholar 

  • Taylor, S., & Todd, P. (1995). Assessing IT Usage: The Role of Prior Experience. MIS Quarterly, 19(4), 561–570.

    Article  Google Scholar 

  • Thompson, G. (2012). BYOD: enabling the chaos. Network Security, 2012(2), 5–8.

    Article  Google Scholar 

  • Turel, O., Sreenko, A., & Giles, P. (2011). Integrating technology addiction and use: an empirical investigation of online auction users. MIS Quarterly, 35(4), 1043–1061.

    Google Scholar 

  • Ullman, E. (2011). BYOD and Security. Tech & Learning, 31(8), 32–34.

    Google Scholar 

  • Utiger, T. (2013, 4 August). Cellphones log into classroom learning. DominionPost. Wellington. Retrieved from www.stuff.co.nz

  • van der Heijden, H. (2004). User Acceptance of Hedonic Information Systems. MIS Quarterly, 28(4), 695–704.

    Google Scholar 

  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342–365.

    Article  Google Scholar 

  • Venkatesh, V., & Davis, F. (2000). A Theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186–204.

    Article  Google Scholar 

  • Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: towards a unified view. MIS Quarterly, 27(3), 425–478.

    Google Scholar 

  • Xu, J., Fan, X., & Du, J. (2016). A study of the validity and reliability of the distraction scale: a psychometric evaluation. Measurement, 81, 36–42.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Information Management, Victoria University of Wellington, Wellington, New Zealand

    Nathan Hopkins, Mary Tate, Allan Sylvester & David Johnstone

Authors
  1. Nathan Hopkins
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mary Tate
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Allan Sylvester
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. David Johnstone
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mary Tate.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hopkins, N., Tate, M., Sylvester, A. et al. Motivations for 21st century school children to bring their own device to school. Inf Syst Front 19, 1191–1203 (2017). https://doi.org/10.1007/s10796-016-9644-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10796-016-9644-z

Keywords

Search

Navigation