Evolving digital divides in information literacy and learning outcomes: A BYOD journey in a secondary school

Author(s):

Janak Adhikari, (Open Polytechnic of New Zealand, Wellington, New Zealand)

Chris Scogings, (Institute of Natural and Mathematical Sciences, Massey University – Albany Campus, Auckland, New Zealand)

Anuradha Mathrani, (Institute of Natural and Mathematical Sciences, Massey University – Albany Campus, Auckland, New Zealand)

Indu Sofat, (Institute of Natural and Mathematical Sciences, Massey University – Albany Campus, Auckland, New Zealand)

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Single Sentence Summary:

An analysis of the digital/information literacy construct shows that there is a reasonable amount of evidence to conclude that the practices among students, teachers and school are steps in the right direction to achieve the goal of improved learning outcomes.

Abstract:

Purpose

The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand.

Design/methodology/approach

Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices.

Findings

Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes.

Research limitations/implications

This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities.

Originality/value

This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.

Keywords:

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

Type:

Research paper

Publisher:

Emerald Publishing Limited

Received:

11 April 2017

Revised:

11 April 2017

Accepted:

02 June 2017

Copyright:

© Emerald Publishing Limited 2017
Published by Emerald Publishing Limited
Licensed re-use rights only

Citation:

Janak Adhikari, Chris Scogings, Anuradha Mathrani, Indu Sofat, (2017) "Evolving digital divides in information literacy and learning outcomes: A BYOD journey in a secondary school", The International Journal of Information and Learning Technology, Vol. 34 Issue: 4, pp.290-306, https://doi.org/10.1108/IJILT-04-2017-0022

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