Running head: EVALUATING A 1:1 BYOD LAPTOP PROGRAM

Evaluating a 1:1 Bring Your Own Device Laptop Program

Stephen Sweet
ETEC 500, University of British Columbia

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

Introduction and Problem Statement

Computers in schools are nothing new and have been around for at
least 20 years.
Many schools around the world, however, are either implementing or
investigating a 1:1 laptop program. Evaluating the implementation
after students, teachers, and parents have had a chance to settle into
the idea and routine of students carrying electronic devices into
classrooms everyday is essential. Im hoping to determine if the goals
of the International School of Kuala Lumpurs 1:1 bring your own device
(BYOD) program are being met, and where this type of instructional
program might take us in the future. Is this initiative about getting the
device into students hands, or is it about providing an educational tool
and resource for students to use? I hope to determine whether the
program should be kept as is, changed, or eliminated.
The school being studied spent several years researching, planning,
and then readying teachers for the implementation of the initiative.
Therefore, the research question being proposed is:

What is the effectiveness of a 1:1 BYOD laptop program in an

international school?

The supplementary questions to be investigated to help answer this

main research question are:

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

a) What are the perceptions of teachers of this program, and how are
teachers using laptops in their classrooms and with what frequency?
b) What are the perceptions of students of this program, and what
types of activities do students use their laptops for during class time
and during break times, lunch times, and free periods?
c) What are the perceptions of parents of this program and their childs
laptop use both in and outside of school?
School Profile
The International School of Kuala Lumpur is located just outside the
city center of Kuala Lumpur, Malaysia. It opened in 1965 and markets
an American-style education. Currently, the student population is
more than 1600 students, with approximately 650 of them in the high
school, from 60 different countries (The International School of Kuala
Lumpur). Most of the faculty are expatriate teachers from the USA,
Canada, Australia, New Zealand, and Britain. The school has 3 levels,
an elementary school from pre-kindergarten to grade 5, middle school
grades 6-8, and high school grades 9-12.

Literature Review
While computer use in schools dates back more than 20 years, having
students come to school with their own device is still relatively new.
The cost to schools as well as families is considerable at the start, from
infrastructure to hardware, software, and professional development for

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

teachers. Schools and districts that have embarked on a 1:1 program

have reported favorable results in terms of student engagement and
achievement (Bebel & ODwyer, 2010; Grimes & Warschauer, 2008;
Gulek & Demirtas, 2005; Plummer, 2012). In fact, the research is
overwhelmingly supportive of technology use, and 1:1 laptop
programs, to improve student achievement, engagement,
collaboration, and higher order thinking skills. This means that more
schools will be embracing these initiatives and can learn from other
schools successes and challenges, in order to set appropriate goals
and timelines.

While the results of 1:1 programs are well documented, schools and
school districts are slow to respond. This may be simply the
institutional way; that beaurocracy creates prolonged decision-making
practices, but other factors are also at play. Raths (2012) describes the
challenges of one school district in Utah in setting up a BYOD program
from the point of view of wireless network preparation. The
infrastructure needed to support the number of devices that would be
using it is significant. Factor into that the cost of the hardware for
families, the software and licenses needed to support the student and
teacher populations, as well as the professional development for
teachers, and the costs per student increase significantly. School

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

districts may struggle to find the funds to support these types of

initiatives.

To alleviate some of this financial pressure, some schools opt for

moveable laptop trolleys, where teachers can use as needed, and all
students are, therefore on the same platform. While this reduces costs
and challenges with different versions of software, the impact on
student achievement is not as significant. Devices need to be
personal, portable, and multifunctional and students need to feel
ownership over their device in order to maximize its effectiveness on
education (Weaver, 2010). Goldenberg (2011) found that what
students want in an educational experience, closely resembles what
research says supports student achievement. Students want hands-on
experiences, active learning, and fun, visual digital resources. Using
laptops and technology can meet all of those criteria. While
Goldenbergs study focused strictly on science learning, it may apply to
other disciplines as well.

Given the emergence of tablets and smartphones, schools, including

ISKL, are asking whether these devices should be more commonly
used for educational purposes. Few studies have been completed in
this regard, although Crichton, Pengler, & White (2012) found laptops
to be the preferred mode of delivery for both teachers and students.

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

iPads and iPod Touch devices have their strengths, certainly in terms of
being lightweight and portable, but many things that can be done on a
tablet can also be done on a laptop, and laptops have a larger range of
applications that they can be used for. Perhaps as tablets become
more developed and the applications become more sophisticated, they
will become more preferred. For now, according to Crichton et al,
laptops are favored.

One of the reasons that educational practice is slow to adopt 1:1

programs is that teachers need to become proficient in using
technology before they can teach it. As with most educational
settings, there is a diverse range of learning speeds and needs
amongst teachers. For some teachers, learning how to use laptops and
associated software is fast and interesting. For others, it is
challenging, complex, and adds a significant amount of time onto an
already busy teaching schedule (Towndrow & Wan, 2012). Even with
professional development and training, teachers do not automatically
adopt these practices into their teaching and Towndrow and Wans
study indicates that professional development needs to be in context.
Teachers need to see the relevance to their situation and need to see
that the technology enhances their curriculum rather that simply
adding to it. Grimes and Warschauer (2008) also suggest that
introducing laptops does little to change the content of a curriculum. It

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

is the delivery of the curriculum that is changed. This can also be

difficult for teachers who have developed effective non-technology
based strategies to teach their curriculum and use the if it aint broke,
dont fix it philosophy. For them, they dont see the need to try
something different.

Grimes and Warschauer (2008) also suggest that laptop use is most
beneficial at higher grade levels in subjects that require high-order
thinking skills. There may, therefore, be subjects that benefit from a
more comprehensive 1:1 integration than others that rely more on
memorization and recall.

While studies do show an increase in student achievement as a result

of laptop use (Grimes & Warschauer, 2008; Gulek & Demirtas, 2005;
Plummer, 2012), the Grimes and Warschauer study noticed that the
first year, the implementation year, in their study did not show an
increase in achievement. They concluded that the start-up of the
program was disruptive as teachers, students, and support staff
became familiar with using laptops in the classroom. The second year
of their study did show an increase in achievement results.

Given that the high school of ISKL is in its first year as a 1:1 school, it is
hoped that the implementation phase has already happened as a

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

result of the planning and preparation that was done to prepare for a
full 1:1 program. This is explained in the next section.

The research supports the decisions made by the International School

of Kuala Lumpur regarding 1:1 laptop integration. Laptops were
chosen, implementation is at the middle and high schools, and
professional development activities were planned to help teachers use
this mode of curriculum delivery. The goals of the program were
designed to support this process, in line with the schools mission
statement (Appendix A).
History of Laptops at ISKL
In 2006, a committee was struck to plan for the schools future
technology needs. A plan was put in place that currently expires at the
end of the 2014-2015 school year. The plan includes providing
teachers with laptops, providing professional development and access
to laptops for student use, a 1:1 laptop rollout starting in the middle
school in 2012, and carrying through to the high school the following
year. The school invested considerable money purchasing hardware
and hiring support staff to meet the goals of the program, which center
on curriculum and technology integration and professional
development (Technology Planning @ISKL).

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

The school made the decision to implement, in phases, a 1:1 laptop
program. Teachers were each given a MacBook and laptop trolleys
were available in the high school for 3 years for teachers to sign out
and use with their classes. Professional development was targeted at
increasing teachers proficiency in using laptops, and programs that
may be applicable to classrooms.

In 2012, with the emergence of tablets, conversations were had about

whether the high school should be laptop based or tablet based or a
mixture of both. A survey of parents, students and teachers revealed
important data:

1. Teachers needed to use particular software, much of which is not

easily used on a tablet, although laptops would still continue to be
available on moveable trolleys.

2. Most students already had a laptop. Fewer had tablets.

3. Parents were concerned about costs if students were required to

purchase another laptop to be in line with the platform chosen by the
school.

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It was decided, in an effort to address these issues, that students

would be required to bring a laptop to school, but they were not
required to be MacBooks. Certain technical requirements and software
were required. Tablets would be available for teacher use and sign-out
for student use if needed (Technology Planning @ISKL).

This research focuses on the high school one year after a 1:1 laptop
BYOD program was implemented to ensure that it is effective in
meeting its goals (Appendix A).

Research Method
This study will use a QUAN-QUAL mixed methods approach. A survey
will be used and will include elements of quantitative data, with the
opportunity for respondents to support their choices with qualitative
data. This will allow for triangulation of data within each stakeholder
group, as well as between the groups. Given the relatively large
sample size, this model was chosen to be the best. Data analysis will
allow for statistical analysis, easily presented results which can be
converted into graphics for presentations to board members and/or
shared with the school community as a whole. In addition, the survey
allows for people to give narrative accounts of the choices they make,
with the hope of identifying common themes to either support keeping
elements of the program or changing it.

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Participants
All students in the high school, grades 9-12, are expected to bring a
laptop to school on a daily basis. As our current grade 9 students
began with a 1:1 laptop program in their last year of middle school,
grade 8, they are coming to the end of the 2nd year of 1:1 use. While
their grade 8 year was not BYOD, the students all had Apple laptops,
they, nonetheless have been exposed to 1:1 laptop use for more than
one year; hence grade 9 students and parents will be excluded from
this study.

Any parents of a grade 10-12 student, who also has a student in grade
9 will also be excluded in order to control the length of time that
parents have been exposed to a 1:1 laptop program. The survey
questions will allow for these parents to be identified. Included in the
study will be students, and parents, who have not previously been
involved with a 1:1 laptop program. This means students new to ISKL
in the 2013-2014 school year, who previously attended a 1:1 laptop
school will also be eliminated.

All high school faculty will be surveyed, although given the turnover of
faculty from year to year, not all faculty will have been at the school to
work through the implementation process. This information will be
collected in the demographic section of the survey, to see if the length

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12

of time a teacher has been at the school, and whether they have been
involved in 1:1 programs at previous schools, affects their perception
of ISKLs program. There are approximately 80 teachers in the high
school.
Instruments
ISKL uses a Google platform and all of its communications are through
Gmail and feedback is sought through Google forms. This survey will
also be distributed and filled out through Google forms. Every ISKL
teacher, student and parent has an ISKL email address that will be
used to distribute the Google form.

The survey for the 3 stakeholder groups will have 3 parts. Part A will
consist of demographic information. Part B will center around the goals
of the 1:1 BYOD laptop program and whether they perceive the goals
are being met. Part C will be an opportunity for people to discuss the
strengths and challenges of the program. The questions for Part B will
be centered around ISKLs Technology Vision and Belief Statements
(Appendix A). The survey will have a mixture of structured items,
checklist questions, Likert scale questions, as well as free-response
questions.

A draft of the student survey is shown in Appendix B, and the parent

and teacher surveys will be modeled after this. While the structure for

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13

the parent and teacher surveys will remain the same, some of the
language will be changed to reflect the demographics of each group.
Each survey will be field tested with a few participants before sending
it to the wider community to ensure that the questions are easily
understood and fit within the goals of the study. Five people from each
stakeholder group will be asked to test their respective survey, and
changes will then be made before sending it to the wider community.
Procedure
The school has a 30-minute homeroom every two weeks. These
homerooms are based on grade levels. With permission from
administrators, the students in grades 10-12 will be asked to complete
the survey during one of these homeroom sessions. Each grade level
has approximately 150 students, which will give a maximum sample
size of approximately 450 student surveys. Allowing for elimination of
some students new to ISKL, the sample size will still be close to 400
participants.

Also, with permission from administrators, time will be allocated during

a full faculty meeting for teachers to complete their survey. The
survey is expected to take about 15 minutes to complete. Using these
methods should allow for close to 100 percent response rate for both
students and teachers.

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The parent community at ISKL is very involved in the educational

process and, as a result, is usually receptive to providing feedback.
Response rates when surveys have been sent out electronically are
typically high, greater than 50 percent. The survey will be sent out via
email to all parents of grades 10-12 students and they will be asked to
complete the survey within one week. After 7 days, a reminder email
will be sent in order to achieve at least a 60 percent response rate. As
the response rate for parents is expected to be lower than the other
two stakeholder groups, there will be limitations in interpreting the
data. It was decided that all parents will be asked to fill in the survey,
as each parent, in a 2-parent family, may have a different perception of
their childs laptop use at home. This means a maximum of 900
responses could be expected. In order to give credibility to the study
from the point of parents, a 60% response rate from each grade level
family will be acceptable. Thus, 90 parent surveys from each grade
level, for a total of 270 will be considered sufficient.

To avoid people filling in the survey more than once, email addresses
will be recorded, but the results will remain confidential. This will be
stated at the beginning of the survey.
Data Analysis
Quantitative analysis will involve tabulating responses to each question
on the survey. For the Likert scale questions, the strongly agree and

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agree choices will be grouped together since they both demonstrate an

affirmative stance. The strongly disagree and disagree choices will
likewise be grouped together. Results will be presented according to
the percentage of responses in the affirmative or negative.

For closed, structured items, data will be presented by offering the

percentage of responses for a given choice. Given that the questions
for each stakeholder group will be similar, the perceptions of each goal
being met for each group can be easily compared.

Qualitative, narrative responses will be collected and analyzed for

themes and commonalities amongst each stakeholder group. As
suggested by Gay, Mills, & Airasian (2012, p.487), the data will be
coded by theme and given a number. The number of times each
number appears will be reported and compared against the
comparative quantitative data.

Time schedule
Given that this survey is meant to evaluate the program and provide a
possible direction for future years, time is a limiting factor. The results
of this study could prove useful in planning for the 2014-2015 school

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year. While the school will not eliminate the BYOD program after only
one year, the goals and/or implementation may need to be changed.

Survey collection will be done over a 2-week period. Students and

faculty can be collected within the same week. Parent surveys will be
emailed in the same week that students and faculty complete the
survey. A reminder email will be sent to parents one week later and
then close one week after that. Should a 60% response rate not be
achieved from parents, one more reminder email will be sent and one
more week will be given to allow parents to complete the survey.

Data collection and analysis may take 6-8 weeks, if no release time is
given, since the qualitative analysis will take some time, as a result of
the large number of students and parents. One faculty member will
collate and present the quantitative data and one faculty member will
analyze and synthesize the qualitative data.
Budget
The data collection will be completed through the use of Google forms;
however, the data analysis will take time. Given the need to present
data before the beginning of the 2014-2015 school year, in order to
effectively plan, release time would be requested for 2 faculty
members for 5 days to analyze and interpret the data from all three

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surveys. Therefore, 2 substitute teachers would need to be brought in,

and therefore budgeted for.
Discussion
I expect that all three stakeholder groups are relatively happy with the
1:1 BYOD program. Considerable time was taken during the planning
and implementation stages to ensure reliable networks, sufficient
bandwidth, technology support staff, and teacher professional
development, as well and the needs and concerns of families. The
technology vision committee sought to address the needs of all the
stakeholders and involved them in the planning process. As such, it is
expected that people have accepted and adapted to regular laptop
use, and teachers are finding new and interesting ways to integrate
them into their lessons. In my own teaching practice, I have tried new
programs, new software, and students and I have learned together. I
expect to see that time for teachers to learn and implement laptop use
in the classroom will be an issue, and that all groups may want support
and education in using a laptop and managing files effectively.
Students are expected to know how to make folders and organize their
laptop, but like a notebook, some need more guidance and the school
does not currently have systems in place for these issues. Nor is there
a system for ensuring that students have downloaded all the required
software, or even know where to find the links for that software, and I
expect this to be a common frustration amongst teachers. Students

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

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may also detail this frustration as they may not be able to complete
assignments, and then are scolded for not having the proper software.

I also expect that a wider range of software is used in sciences, and

visual arts courses, more so than history or English, which lend
themselves more to simple word processing, as suggested by Grimes
and Warschauer (2008).

As the research suggests, 1:1 laptop integration should improve

student achievement. Given the scope of this study already, student
achievement is not taken into account, which is a limitation. Once this
data is processed and analyzed, it could be further expanded to look at
the effect on achievement. That would increase the body of research
on the subject adding a complementary, or opposing position to the
research already discussed. I expect there would be a correlation
between perceptions of the program and student results. If students,
parents, and teachers look favorably on the 1:1 program, there is a real
probability that achievement results will also be favorable.

It is hoped that this study will highlight a planning and implementation

system that worked for ISKL, and therefore could be used in other
schools around the world. Of course, each school situation is unique,
but the ISKL model could be used as a starting point for other schools

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in terms of what works or does not work. The hope is that other
schools could learn from the successes and challenges of ISKL as they
implement their own 1:1 laptop program.

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References
Bebell, D., & O'Dwyer, L. M. (2010). Educational outcomes and research from 1:1
computing settings. Journal of Technology, Learning, and Assessment, 9(1).
Retrieved from ERIC database. (Accession No. EJ873675)
Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: Lessons
learned from an iPod Touch/iPad project. The Electronic Journal of e-Learning,
10(1), 23-31. Retrieved from ERIC database. (Accession No. EJ969433)
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for
analysis and applications (10th ed.). Boston, MA: Pearson.
Goldenberg, L. B. (2011). What students really want in science class. The Science
Teacher, 78(6), 52-55. Retrieved from ERIC database. (Accession No. EJ944658)
Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study.
Journal of Educational Computing Research, 38(3), 305-332. Retrieved from
ERIC database. (Accession No. EJ796562)
Gulek, J. C., & Demirtas, H. (2005). Learning with technology: The impact of laptop use
on student achievement. Journal of Technology, Learning, and Assessment, 3(2).
Retrieved from ERIC database. (Accession No. EJ983985)
International Association of School Librarianship. (2010). Personal, portable,
multifunction-devices and school libraries (A. Weaver, Author). Retrieved from
ERIC database. (ED518558)
The International School of Kuala Lumpur: School profile. (n.d.). Retrieved April 6,
2014, from http://www.iskl.edu.my/about/index.aspx

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

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Plummer, L. (2012). 1-to-1: Bar none. T.H.E. Journal, 39(6). Retrieved from ERIC
database. (Accession No. EJ990995)
Raths, D. (2012). Are you ready for BYOD? T.H.E. Journal, 39(4). Retrieved from ERIC
database. (Accession No. EJ980597)
Technology planning @ ISKL [Fact sheet]. (n.d.). Retrieved March 26, 2014, from
https://sites.google.com/a/iskl.edu.my/techplan4/
Towndrow, P. A., & Wan, F. (2012). Professional learning during a one-to-one laptop
innovation. Journal of Technology and Teacher Education, 20(3), 331-355.
Retrieved from http://editlib.org.ezproxy.library.ubc.ca/j/JTATE/

EVALUATING A 1:1 BYOD LAPTOP PROGRAM

Appendix A: ISKL Technology Vision and Beliefs

22

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23

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Appendix B: Draft Student Survey

Note: This survey is intended to evaluate the goals of the 1:1 Bring
Your own Device (BYOD) Laptop initiative one year into the program.
Your email address is being recorded to ensure reliability in the data by
only using one response from each student. Individual responses will
presented anonymously and your identity will remain confidential. A
summary of results will be published, without names, to the ISKL
community.
By completing this survey and clicking submit, you agree to have
your comments included as part of the results, although identities will
remain anonymous. The survey is expected to take 10-15 minutes to
complete.
If you have any questions, please contact the study coordinator,
Stephen Sweet ([email protected])
Thank you for taking the time to complete this survey.
Part A: Demographic Information
1. I am in grade
10
11
12
2. I am
male
female
3. How long have you been a student at ISKL? (include the current
year)
This is my first year at ISKL
2 years
3 years
4 years
5 years
> 5 years
4. Have you previously been at a school in which you were required to
carry your own laptop to every class?
Yes
No
5. The type of laptop I use is

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My own Apple (MacBook)

School Loaner Apple
Windows (PC)
6. Please check the types of programs you use your laptop for on a
weekly basis, for school related purposes. Check all the apply
Word processing (Word, Google docs)
Spreadsheets
Internet searching (research)
Data Logging (Vernier)
Graphing
Simulations
Watching Videos
Checking school related websites (Moodle, Powerschool)
Email
Other please list
7. Please list the types of programs you use your laptop for on a
weekly basis, for non-school related purposes. Check all the apply
Word processing (Word, Google docs)
Spreadsheets
Internet searching
Data Logging (Vernier)
Graphing
Simulations
Watching Videos
Checking school related websites (Moodle, Powerschool)
Email
Other please list
8. On an average day, how much time do you spend using your laptop
for school related activities?
During school time (8am-3pm)
0 hours
0-1 hour
1-2 hours
2-3 hours
3-4 hours
4-5 hours
5-6 hours

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26

9. On an average day, how much time do you spend using your laptop
for school related activities?
During non-school time (3pm-8am the next day)
0 hours
0-1 hour
1-2 hours
2-3 hours
3-4 hours
4-5 hours
5-6 hours
6-7 hours
7-8 hours
8-9 hours
9-10 hours
>10 hours
10. On an average day, how much time do you spend using your
laptop for non-school related activities?
During school time (8am-3pm)
0 hours
0-1 hour
1-2 hours
2-3 hours
3-4 hours
4-5 hours
5-6 hours
11. On an average day, how much time do you spend using your
laptop for non-school related activities?
During non-school time (3pm-8am the next day)
0 hours
0-1 hour
1-2 hours
2-3 hours
3-4 hours
4-5 hours
5-6 hours
6-7 hours
7-8 hours

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8-9 hours
9-10 hours
>10 hours
Part B: Goals of the 1:1 BYOD program.
For each of the following statements, please indicate your level of
agreement with the statement. After each choice, there is an
opportunity for you to comment on your choice if you would like to.
1 Strongly Disagree
2 Disagree
3 Uncertain
4 Agree
5 Strongly Agree
1. I use my laptop in all of my classes at least once per week.
2. I believe that using my laptop helps me learn.
3. I only use my laptop for educational purposes during class time
4. I am comfortable using my laptop for research.
5. I have a system that works for keeping my files organized, meaning
I know how to find them when needed.
6. My teachers use technology in their lessons.
7. I know where to get help if I have a problem with my laptop at
school.
8. My parents supervise my time on my laptop at home.
9. I believe I learn better with the use of my laptop.
10. I have used social media (i.e. Facebook, Twitter, Wechat) as part of
my school work.
11. The use of laptops at ISKL is in line with ISKLs mission statement.
(The ISKL Mission Statement is: The International School of Kuala
Lumpur provides an exceptional education that challenges each
student to develop the attitudes, skills, knowledge and understanding
to become a highly successful, spirited, socially responsible global
citizen. )

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12. The 1:1 BYOD initiative is to allow students to achieve the SchoolWide Learning Results (SLRs). Using a laptop for school work helps me
(check all the apply)
Think Creatively (Give an example)
Reason Critically (Give an example)
Communicate Effectively (Give an example)
Collaborate Constructively (Give an example)
Learn Enthusiastically (Give an example)
Live Ethically (Give an example)
13. The 1:1 BYOD laptop initiative should be changed.
Please comment on your choice.
Part C: Strengths and Weaknesses of ISKLs 1:1 BYOD Laptop program
1. Please describe the strengths of bringing your own laptop (as
opposed to being forced to use an Apple, which is what all teachers are
using)

2. Please describe the challenges you have experienced in bringing

your own laptop (as opposed to being forced to use an Apple, which is
what all teachers are using)
3. Anything else youd like to mention about the 1:1 BYOD Laptop Prog