Factors Affecting the Adoption of Bring Your Own Device by Teachers in Caymanian Public High Schools

Factors Affecting the Adoption of Bring Your Own Device by Teachers in Caymanian Public High Schools by Cleyo L. Lawrence MEd, University of the West Indies, Mona, 2004 BSc, University of the West Indies, Mona, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2018 Abstract At public high schools in Cayman, teachers need to improve their productivity and efficiency by using technologies that are simple and portable like their personal devices. Studies about bring your own device (BYOD) initiatives have revealed conflicting outcomes, and are lacking in the Caribbean and especially in Cayman. The purpose of this quantitative study was to determine the main factors related to teachers’ willingness to adopt BYOD in public high schools in Cayman. The theoretical framework was the unified theory of acceptance and use of technology (UTAUT). This study employed a cross-sectional survey design using a modified UTAUT instrument, which captured quantitative data from 82 participants. The use of hierarchical multiple regression to analyze the data revealed that teachers’ BYOD adoption could expand by increasing facilitating conditions, performance expectancy, effort expectancy, and decreasing perceived risk. This study reduces the gap in the literature about the unified theory of acceptance and use of technology and BYOD in the Caribbean and the Cayman Islands. It also provides evidence that perceived risk can increase its explanatory power of the unified theory of acceptance and use of technology. The study also contributes to a positive social change by revealing critical issues that administrators should address when devising BYOD policies and planning educational technology integration.At public high schools in Cayman, teachers need to improve their productivity and efficiency by using technologies that are simple and portable like their personal devices. Studies about bring your own device (BYOD) initiatives have revealed conflicting outcomes, and are lacking in the Caribbean and especially in Cayman. The purpose of this quantitative study was to determine the main factors related to teachers’ willingness to adopt BYOD in public high schools in Cayman. The theoretical framework was the unified theory of acceptance and use of technology (UTAUT). This study employed a cross-sectional survey design using a modified UTAUT instrument, which captured quantitative data from 82 participants. The use of hierarchical multiple regression to analyze the data revealed that teachers’ BYOD adoption could expand by increasing facilitating conditions, performance expectancy, effort expectancy, and decreasing perceived risk. This study reduces the gap in the literature about the unified theory of acceptance and use of technology and BYOD in the Caribbean and the Cayman Islands. It also provides evidence that perceived risk can increase its explanatory power of the unified theory of acceptance and use of technology. The study also contributes to a positive social change by revealing critical issues that administrators should address when devising BYOD policies and planning educational technology integration. Factors Affecting the Adoption of Bring Your Own Device by Teachers in Caymanian Public High Schools by Cleyo L. Lawrence MEd, University of the West Indies, Mona, 2004 BSc, University of the West Indies, Mona, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2018 Dedication I dedicate this work to my family, friends, teachers, and students. I hope that they too may embark on a journey toward a higher education. “Many roads lead to the great path. Only the willing will find their way. ” —Oma Desala (Stargate) Acknowledgments I would like to thank all the people who helped and supported me throughout this journey. I especially want to thank all my relatives, friends and former teachers who encouraged me to further my education. Likewise, I would like to acknowledge the efforts of my mentor/committee chair Dr. Heng-Yu Ku, my methodologist Dr. Wade C. Smith, and my program coordinator Dr. Cheri Toledo. Also, I would like to thank all the instructors of my courses and those at my residencies, especially, Dr. Kurt Schoch, Dr. Wade Smith, and Dr. Stephanie Gaddy. Additionally, I acknowledge the invaluable support of all the members of Walden support, especially Dr. Bettina Casad, Angie Drennen (Form and Style editor), my academic advisors, the library team, and the writing support staff. Also, I extend my sincerest gratitude to all the teachers who participated in the BYOD survey to provide valuable insight for this study. Lastly, many thanks to members of the Department of Education Services in Cayman for permission to conduct the study locally and principals for sharing the survey links and forwarding notifications to their staff.