RSCH 8310 Research Topic: Rural Elementary Teachers Experience with Bring
Your Own Device
RSCH 8310: Qualitative Reasoning and Analysis
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, Problem Statement
The problem to be investigated in this qualitative study is why are rural elementary
school teachers reluctant to implement bring your own device to school. The reluctance is due to
the lack of familiarity with technology devices that students might bring in their devices. Teacher
stress is considered one factor of teacher's reluctance towards Bring Your Own Device
(Chen,2019). Kay et al. (2017) mention in a recent study that elementary teachers' challenge is
that students will get distracted on their devices by playing games, etc.
Purpose Statement
The purpose of this qualitative study is to investigate the challenges that rural elementary
teachers at the study site face with the implementation of Bring Your Own Device to school at
the study site. It is essential to understand their perspective as the education world is moving
towards 21st-century learning. Teachers will be interviewed to understand their experience with
technology better and Bring Your Own Device.
Qualitative Research Question
RQ1: What supports do teachers needed to implement Bring Your Own Device in the classroom
to support student learning at the study site?
Annotated Bibliography
Ball Anthony, A. (2012). Activity theory as a framework for investigating district-classroom
system interactions and their influences on technology integration. Journal of Research
on Technology in Education, 44(4), 335-356
This article by Ball identifies the background and aspect of the activity theory. This
theory's key elements are subject, object, mediating, rules, community, and labor division. The
research examines a local district and classroom system to arbitrate teachers' technology
15:01:43 GMT -05:00
Your Own Device
RSCH 8310: Qualitative Reasoning and Analysis
15:01:43 GMT -05:00
, Problem Statement
The problem to be investigated in this qualitative study is why are rural elementary
school teachers reluctant to implement bring your own device to school. The reluctance is due to
the lack of familiarity with technology devices that students might bring in their devices. Teacher
stress is considered one factor of teacher's reluctance towards Bring Your Own Device
(Chen,2019). Kay et al. (2017) mention in a recent study that elementary teachers' challenge is
that students will get distracted on their devices by playing games, etc.
Purpose Statement
The purpose of this qualitative study is to investigate the challenges that rural elementary
teachers at the study site face with the implementation of Bring Your Own Device to school at
the study site. It is essential to understand their perspective as the education world is moving
towards 21st-century learning. Teachers will be interviewed to understand their experience with
technology better and Bring Your Own Device.
Qualitative Research Question
RQ1: What supports do teachers needed to implement Bring Your Own Device in the classroom
to support student learning at the study site?
Annotated Bibliography
Ball Anthony, A. (2012). Activity theory as a framework for investigating district-classroom
system interactions and their influences on technology integration. Journal of Research
on Technology in Education, 44(4), 335-356
This article by Ball identifies the background and aspect of the activity theory. This
theory's key elements are subject, object, mediating, rules, community, and labor division. The
research examines a local district and classroom system to arbitrate teachers' technology
15:01:43 GMT -05:00
