Traditional teaching methods inhibit student involvement
while mobile technology provides tools for active learning,
instant and anonymous feedback, and real-time assessment
of student learning.
This technology implementation will allow increased use
of interactive instructional techniques. The student learning
experience will be transformed from one of passive receptor
to active participant. Increased mental activity and peer
interaction will strengthen thinking skills and reinforce
We have already incorporated the best technology available
for Internet access. Wireless implementation can add mobility
for students and opportunities for faculty to create innovative
ways of teaching. It will provide students exciting ways
to collect knowledge and communicate with professors.
Much of the progess associated with this grant is in
the chemistry courses. The Guided
Inquiry approach has been in use in those courses for
several years. The heart of this method is the classroom
activity in which the students in small groups develop concepts
by working through a series of critical thinking questions
(CTQ). One of the challenges experienced in this method
is overcoming the uncertainity the students have for their
answers to the CTQ. Two methods of dealing with that have
been utilized with the availablity of the HP technology.
- One, submission of journals of the day's work for comments
- Two, the use of Student Response System* (SRS) for in-class
evaluation of the student's comprehension.
to Numina II Student Response System
In the Chemistry course Tablet
PC's are being used to facilitate submission of notes of
group work in the classroom. Wireless connection to a shared
folder on the instructor's computer is used to save the
Windows Journal file at the end of the class. The instructor
can then make clarifying and corrective comments right on
the file and post it on WebCT for the students to review
as they are studying on their own.
The small size and wireless
connectivity of the Tablet PC in the chemistry or physics
laboratory makes it an ideal tool for data collection using
sensors connected to the USB port. This eliminates potential
errors of reading and manual recording of the data. The
efficiency of this method of data collection allows more
time for teaching the concepts involved in the experiment.
Data collected using Vernier Logger Pro in the laboratory
is saved in the shared instructor's folder and sent to the
students' own computers via e-mail. The students are trained
in analyzing their data using the Vernier Graphical Analysis
program which they also have on their own computers through
the site license.
In the Environmental Writing
and Regulatory Compliance course the studnets need to access
the most recent version of the U. S. Code of Federal Regulations
(CFR). They are instructed in the method for accessing the
government Web site and use the wireless technology to access
the Internet during class so that they will be familar with
the process later on their own. When the students are using
the technology in the classroom with the instructor guiding
them, the correction of errors is immediate and much of
the frustration is eliminated.
Impact on Teaching
One of the goals of the project
is to "enhance student learning with interactive instructional
- Students used the Tablet
PC's to investigate and learn about wireless security.
- Students used interactive
software on the Tablet PCs to develop understanding of
conic sections in analytical geometry.
- Students are guided through
the process of writing a laboratory report and submit
their drafts for immediate evaluation and feedback.
Faculty members have been
pleased with the student involvement in the learning process.
Students have expressed their
approval of the learning experienced through the interactive
Laboratory reports prepared
after the interactive instruction received higher marks
than in previous years without the interactive instruction.
Impact on Student Learning
is our goal to see that students have better attitudes toward
the use of technology in the classroom and laboratory. We
believe that better atitudes toward the use of technology
will enhance the learning process and lead to better grades.
The results of the students attitude survey after using
technology showed less anxiety about using technology and
a better attitude toward the integrated use of technology
to make learning more effective.
Go to Impact on
Student Learning, cont.
Impact on Student Learning, cont.,
chemical concepts are those that should be present at the
start of a college course in chemistry from the prequisite
course in High School chemistry and thus are not taught
specifically during the college course. Through the use
of the Concepts Inventory it is seen that there is a considerable
increase in the students' scores over the course of the
chemistry, average scores on the final examination and for
the course showed and improvement from Spring '04 (not using
technology) to Spring '06 (using technology). A similiar
change was noticed in the calculus course for the same time
Score (%) on Final Exam
Score (%) for Course
Score (%) for Course
from upper right, students in cryptology (2) biology
and chemistry classes make good use of the technology.
Donna Janes (Biology):
Having seen what I can do in the classroom when I
participated in the production of the promotional video,
I am excited about being involved in the expansion project.
Don Zielke: I was really
excited to see the positive student reaction to the use
of the Tablet PC's in geometry.
Yusheng Feng (Math):The
use of the wireless technology in the cryptology course
is indespensible in teaching the concepts of network security.
Math and Sciences
Chemistry, Physics, Precalculus, Calculus, Environmental
Writing and Regulatory Compliance, Introduction to Modeling
Students Impacted: 145
project is funded in part by a 2004 HP Technology for Teaching
James N. Stevenson
Phone 512 486-1209
to HP Technology for Teaching Grant Initiative 2004 Web
Donald Zielke, Professor of Mathematics,
Theodore Zoch, Department Chair, instructor, firstname.lastname@example.org
Joel Rahn, Academic Computing Manager, technical support,