Unit 1 Voiceover

What is BYOD?

Primary school students previously engaged with digital devices for learning in episodic interactions, however, with the growing utilisation of technology in our society, they are now more regularly used (Parsons & Adhikari, 2016). To meet the increased use of technology within education, the Australian Government introduced the Bring Your Own Device or BYOD program in 2013 (Merga, 2016). The BYOD program enables students to bring their own laptop or tablet to school for the purpose of learning (McLean, 2016). Benefits of the program include enhancing student learning habits, motivation, efficiency, and academic performance (Livson et al., 2021). The BYOD program enables educational device use to be extended to the home environment, facilitating a smooth transition for students to access educational resources and complete learning tasks.

What is Ergonomics and How Does it Apply to BYOD Device Use?

Although the correct use of technology can support student learning, many students often adopt poor ergonomic behaviours whilst using these devices (Ruff, 2005). Ergonomics considers an individual’s characteristics, environments, the tasks being completed and how these are performed to optimise productivity, health, and performance (Jayaratne, 2012; Rudolf & Griffiths, 2009). Factors of ergonomics related to student learning can include their knowledge of optimal ergonomic practices, desk height, lighting, or the duration of tasks. School-aged children are in one of their critical developmental stages of life and develop habits that will transition into adulthood (Dockrell et al., 2007; Jayaratne, 2012). Therefore, improper ergonomics while using BYOD devices may permanently result in negative physical, psychosocial, and cognitive implications for students’ health (Ruff, 2005).

How are Ergonomics and BYOD Applied Across Different Contexts? 

It is important to acknowledge the significance of ergonomics when using BYOD devices within the school environment, and the context of home, where learning tasks and assignments are completed regularly. Ergonomics, when applied to any learning context, is dependent on the fit between the student, their environment, the tasks that are being completed, and how these tasks are being performed (Law et al., 1996). These factors will be discussed in depth within Unit 2 of this open educational resource.

Why is this Content Relevant?

Teachers and occupational therapists can play an important role in mitigating the risks of negative implications resulting from poor ergonomics for primary school students. However, literature has found these professionals to lack knowledge regarding ergonomics and BYOD device use in learning contexts (Davies, 2021; Finch, 2012). Additionally, there is a lack of educational resources addressing this area (Choudhary et al., 2020). Due to the literature also outlining a relationship between improved ergonomics, quality of learning, and academic performance for students, it is essential for teachers and occupational therapists to engage in professional development regarding this topic (Legg, 2007; Rudolf & Griffiths, 2009). This open education resource aims to help professionals develop the knowledge and skills needed to implement ergonomic recommendations in learning environments, with minimal time investment. This has been facilitated through voiceovers of the content, summaries at the end of units and user-friendly resources that are ready for immediate implementation. 

What is the Role of OTs, Teachers, and Parents?

It is helpful to understand the roles of those involved in promoting healthy ergonomics for primary school students when using BYOD devices in learning settings. Furthermore, knowing the roles of others enables knowledge sharing and collaboration to create positive ergonomic outcomes for students.

Occupational Therapists

• Promote ergonomics by undertaking formal assessments to provide education and recommendations (Dorsey et al., 2017; Occupational Therapy Australia, n.d.).
• Provide recommendations to modify workstations and implement assistive technology to enhance student learning and mitigate health risks (Dorsey et al., 2017; Occupational Therapy Australia, n.d.).
• Advocate for inclusive environments that support optimal physical wellbeing and function (Dorsey et al., 2017; Occupational Therapy Australia, n.d.).
• Coach families and teaching staff to support students (Occupational Therapy Australia, n.d.).
• Recommend, implement, and monitor school-wide strategies (Occupational Therapy Australia, n.d.).
• Support students’ wellbeing and address sensory processing difficulties (Occupational Therapy Australia, n.d.).

Teachers

• Promote healthy ergonomic behaviours through their ability to educate school-aged children within the classroom setting (Zlamanski & Ciccarelli, 2012).
• Collaborate with other stakeholders including parents and OTs to address ergonomic concerns (Zlamanski & Ciccarelli, 2012).
• Demonstrate desirable ergonomic behaviours and actions which are then learnt and imitated by their students (Zlamanski & Ciccarelli, 2012).
• Create ergonomic classrooms to enable student learning by providing guidance and feedback to students regarding the ergonomic behaviours they display. They also integrate regular movement breaks, monitor classroom noise levels, and change classroom lighting according to the activity being completed (Jabeen & Hussain, 2022).
• Alert and inform caregivers of ergonomic risks that they observe in their classroom and provide education to families (Queensland College of Teachers, 2019).

Parents

• Have invaluable knowledge of the needs and preferences of their child (National Academies of Sciences, Engineering, and Medicine, 2016).
• Assist and collaborate with teachers and OTs to provide necessary assistive technology to set up an appropriate workstation for their child and promote healthy ergonomics when using devices (Francis, n.d.).
• Support their child by having an understanding of the impact of proper ergonomics while using devices (Jacobs et al., 2013; Ruff, 2005)
• Promote healthy habits by providing supervision when their child is using devices, and encourage frequent movement breaks at home  (Jacobs et al., 2013; Ruff, 2005; Straker et al., 2010).

Activity: Match the Responsibilities to the Roles

Hint: there are three responsibilities for each role

Summary of Unit 1

^{Figure 1.1: Summary of Unit 1, by Heath Chapman, Shenaye Kerr, Emily Lafferty, Alyssa Olsen, and Preethi Vanama used under a CC BY-NC licence}