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Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?
Clark, Katherine Welsh, Katharine Mauchline, Alice France, Derek Whalley, Brian Park, Julian R.
Clark, Katherine
Welsh, Katharine
Mauchline, Alice
France, Derek
Whalley, Brian
Park, Julian R.
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2020-08-20
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Abstract
This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork., This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.
Citation
Clark, K. A., Welsh, K. E., Mauchline, A. L., France, D., Whalley, W. B., & Park, J. (2021). Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning? Journal of Geography in Higher Education, 45(2), 255-278. https://doi.org/10.1080/03098265.2020.1808880
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
Research Unit
DOI
10.1080/03098265.2020.1808880
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Article
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Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 20-08-2020, available online: https://doi.org/10.1080/03098265.2020.1808880
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ISSN
EISSN
1466-1845