The Opinions and Perceptions of K1-3 Parents in Relation to BYOD Implementation in Japanese Kindergartens

Abstract

Bring Your Own Device (BYOD) is a concept that is gaining a following worldwide as a cost-effective means for schools to provide 21st-century skills (Bell, 2010) with limited funding. The current paper shows the results of a survey into the opinions and perceptions of parents of Japanese K1-3 students' use of technology, specifically the application of BYOD at this level. This survey was conducted at a private kindergarten in Japan and was administered to 100 parents of K1-3 students. Results of this survey showed that even at this age, students have access to and use a variety of devices within the home environment under the guidance of parents. In addition, device time usage varied significantly by household, with some children allowed to use devices for over 90 minutes per day. However, when asked if they would accept BYOD at the K1-3 level, the answers were overwhelmingly negative. Thus, the results of this survey show that while BYOD was considered acceptable from the higher grades of elementary school, the idea of implementing a BYOD program at the K1-3 level is still a step too far for parents of kindergarten students in Japan.

Parental perceptions on children’s use of digital technology

“…The children's age and gender were the two most considered factors in the reviewed studies. Six studies indicated that parents alter their views on children's technology use based on the child's age (Covolo et al, 2021;Istenič et al, 2023;Kucirkova et al, 2018;Mikelic Preradovic et al, 2016;Vittrup et al, 2016;White, 2022). For instance, (Mikelic Preradovic et al, 2016) found that parents generally negatively perceive digital device use by children aged two or younger.…”

“…The one factor that garnered the most attention among the reviewed studies was educational level, but studies investigating this factor produced inconsistent findings. (White, 2022) and (Papadakis et al, 2019) demonstrated that parents with higher educational levels were more likely to recognise the potential disadvantages of digital technology and engage in proactive mediation, such as offering alternative play options and restricting screen time for their children. However, (Vittrup et al, 2016) and (Vaiopoulou et al, 2021) found that parental education level did not significantly impact their perceptions, including usability, enjoyment, involvement, learning, worries, and values.…”