Технологии BYOD (“Bring Your Own Device”) в элективном курсе физики для инженерных классов

Abstract

The study aims to introduce the BYOD (“Bring Your Own Device”) concept and BYOD technologies into the organisation of design and research activities of schoolchildren attending an elective physics course of a technical university for engineering classes. The paper considers the features of organisation of an elective physics course for engineering classes of lyceums by a technical university, describes the process of implementing the BYOD concept and adapted BYOD technologies when organising design and research activities of students of engineering classes in an elective physics course, presents an assessment of the results of introducing BYOD technologies in an elective physics course for students of engineering classes at Novosibirsk State Technical University. Scientific novelty of the study lies in developing a methodology for adapting and applying BYOD technologies in the organisation of design and research activities of students of engineering classes attending an elective physics course of a technical university. Adapted mobile BYOD technologies make it possible to organise the learning process that contributes to more effective mastery of fundamental activities of modelling and experimentation by schoolchildren. At the same time, the use of mobile technologies forms the basic components of information competence among schoolchildren, serves as a source of acquiring and improving digital skills. As a result, it has been proved that it is not only possible, but also necessary to apply the BYOD concept and BYOD technologies when organising schoolchildren’s design and research activities in an elective physics course for engineering classes. Students’ own smartphones and tablets are characterised as having sets of various sensors and applications. Therefore, mobile devices can serve as a basis for more diverse and effective design and research activities of schoolchildren in an elective physics course. This includes using electronic sensors and mobile applications to perform and process measurements, creating video reports when designing installations and conducting experiments, mathematical processing of experimental results on video recordings, keeping electronic diaries, participating in video conferences, preparing and recording performances. The analysis of the results of introducing adapted BYOD technologies into an elective physics course has demonstrated a significant increase in schoolchildren’s interest in project research using mobile devices. A more effective organisation of students’ own activities and teamwork has been registered. It is noted that schoolchildren master measurement methods, ways of video recording and processing of experimental results using mobile devices rather quickly. Undoubtedly, the use of BYOD technologies by schoolchildren should be accompanied by control over their work with mobile devices within the scope of the set tasks of project research.