Abstract
Abstract This paper reports on a study aiming at examining the affordances and constraints of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers' perspectives in higher education. Seventeen teachers from eight departments and centers participated in the one-year study. The affordances and constraints of BYOD were examined under the “framework of affordances and constraints in BYOD-supported learning environment”. Data collection included class observations, class videos, field notes, resources on the BYOD website and teaching plans. Content analysis was adopted in the data analysis. The research findings show that (1) seven types of BYOD conceptualized affordances were identified for varied pedagogical purposes; and (2) three types of constraints of BYOD were singled out in pedagogical practices. Discussions regarding the affordances and constraints are made and implications are explored.
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