The Community for Technology Leaders
RSS Icon
Issue No.02 - April-June (2008 vol.1)
pp: 105-116
Tristan T. Utschig , Georgia Institute of Technology, Atlanta
Kevin A. Haas , Georgia Institute of Technology, Savannah
Benjamin Klein , Georgia Institute of Technology, Savannah
Elliot Moore II , Georgia Institute of Technology, Savannah
Ying Zhang , Georgia Institute of Technology, Savannah
Monson H. Hayes , Georgia Institute of Technology, Savannah
In this paper, we describe how Tablet PCs are being used at Georgia Tech Savannah (GTS) to improve student learning in a distributed classroom environment. The Tablet PC is an attractive technology for use in synchronous distributed learning environments because of its mobility, and its ability to not only serve as an effective note taking device but also as a high-resolution course content viewing device and a tool for interactive assessments. The research questions addressed here are: (1) "What impact does the Tablet PC have on student perceptions of their engagement in a distributed learning environment?" and (2) "Can the Tablet PC be used to improve student learning in a distributed learning environment?". In this project, the instructor and students were given a Tablet PC to use during the semester, and surveys were administered to evaluate student attitudes about the use of Tablet PC technology as a means of receiving, processing, and learning course material. The significance of this work is that it serves as a case study on the use of Tablet PCs as an effective technology for implementing established educational practices in distributed education environments.
Computer Uses in Education, Distance learning, Computer-assisted instruction
Tristan T. Utschig, Kevin A. Haas, Benjamin Klein, Elliot Moore II, Ying Zhang, Monson H. Hayes, "Tablet PC Technology for the Enhancement of Synchronous Distributed Education", IEEE Transactions on Learning Technologies, vol.1, no. 2, pp. 105-116, April-June 2008, doi:10.1109/TLT.2008.19
[1] Barriers to Distance Education, in Distributed Education: Challenges, Choices, and a New Environment. Am. Council on Education, 2002.
[2] Distributed Education and Its Challenges: An Overview. Distributed Education: Challenges, Choices, and a New Environment. Am. Council on Education, 2001.
[3] J.L. Johnson, Distance Education: The Complete Guide to Design, Delivery, and Improvement. Teachers College Press, 2003.
[4] V.E. Lasnik, “From Courseware Cosmetics to Human Cognetics: A Pragmatic, Innovative Pedagogy for Distributed Learning Design and Development,” Proc. Soc. Technical Comm. 50th Ann. Conf., 2003.
[5] TLT Group, “Distance, Distributed, and blended/Hybrid Learning,” , Oct. 2008.
[6] “Special Issue on the Tablet PC,” Pen Computing Magazine, vol. 9, no. 47, Dec. 2002.
[7] “Dyknow,” http:/, Oct. 2008.
[8] F. Marton and R. Saljo, Approaches to Learning, in The Experience of Learning Implications for Teaching and Studying in Higher Education. Scottish Academic Press, 1984.
[9] B.S. Blooom, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc., 1956.
[10] L.D. Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, 2003.
[11] G. Wiggins and J. McTighe, Understanding by Design. Assoc. Supervision and Curriculum Development, 1998.
[12] R.B. Barr and J. Tagg, “From Teaching to Learning: A New Paradigm for Higher Education,” Change, vol. 27, no. 6, pp. 13-25, 1995.
[13] How People Learn: Brain, Mind, Experience, and School. Nat'l Academy Press, 2000.
[14] Active Learning: Cooperation in the College Classroom, Interaction Book Co., 1991.
[15] M.J. Prince, “Does Active Learning Work? A Review of the Research,” J. Eng. Education, vol. 93, no. 3, pp. 223-231, 2004.
[16] M.J. Prince and R.M. Felder, “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases,” J. Eng. Education, vol. 95, no. 2, pp. 123-138, 2006.
[17] “Pedagogies of Engagement: Classroom-Based Practices,” J. Eng. Education, vol. 94, no. 1, pp. 87-101, 2005.
[18] T.T. Utschig, “The Communication Revolution and Its Effects on 21st Century Engineering Education,” Frontiers in Education Ann. Conf., 2001.
[19] S.C. Erhmann, “Improving the Outcomes of Higher Education: Learning from Past Mistakes,” Educause Rev., vol. 37, no. 1, pp.54-55, 2002.
[20] J.A. Brotherton, J.R. Bhalodia, and G.D. Abowd, “Automated Capture, Integration, and Visualization of Multiple Media Streams,” Proc. IEEE Int'l Conf. Multimedia Computing and Systems, pp. 54-63, 1998.
[21] G. Abowd, “Classroom 2000: An Experiment with the Instrumentation of a Living Educational Environment,” IBM Systems J., special issue on pervasive computing, vol. 38, no. 4 pp. 508-530, 1999.
[22] T. Ottmann and C. Bacher “Authoring on the Fly,” J. Universal Computer Science, vol. 1, no. 10, pp. 706-717, 1995.
[23] R.J. Dufresne, W.J. Gerace, W.J. Leonard, J.P. Mestre, and L. Wenk, “Classtalk: A Classroom Communication System for Active Learning,” J. Computing in Higher Education, vol. 7, pp. 3-47, 1996.
[24] “Class in Hand Project (2004),” http:/, Oct. 2008.
[25] N. Scheele, A. Wessels, W. Effelsberg, M. Hofer, and S. Fries, “Experiences with Interactive Lectures: Considerations from the Perspective of Educational Psychology and Computer Science,” Proc. Int'l Conf. Computer Supported Collaborative Learning (CSCL '05), pp. 547-556, 2005.
[26] D.N. Batanov, N.J. Dimmitt, and W. Chookittikul, “Developing an Educational Software Framework for Distance-Less Learning,” J.Computer Assisted Learning, vol. 18, pp. 188-198, 2002.
[27] B. Beyerbach and C. Walsh, “From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers' Changing Perceptions of Technology Infusion,” J. Technology and Teacher Education, vol. 9, no. 1, pp. 105-127, 2001.
[28] T.F. Stafford, “Understanding Motivations for Internet Use in Distance Education,” IEEE Trans. Education, vol. 48, no. 2, pp.301-306, 2005.
[29] D. Vogel and J. Klassen, “Technology-Supported Learning: Status, Issues and Trends,” J. Computer Assisted Learning, vol. 17, pp. 104-114, 2001.
[30] C.L. Willis and S.L. Miertschin, “Tablet PCs as Instructional Tools or the Pen is Mightier than the Board!” Proc. ACM Special Interest Group for Information Technology Education (SIGITE '04), pp. 153-159, 2004.
[31] A. Chidanandan and S. Sexton, “Adopting Pen-Based Technology to Facilitate Active Learning in the Classroom: Is It Right for You?” Proc. Innovation and Technology in Computer Science Education, p. 343, 2008.
[32] J. Cromack, “Technology and Learning-Centered Education: Research-Based Support for How the Tablet PC Embodies Seven Principles of Good Practice in Undergraduate Education,” Proc. 38th ASEE/IEEE Frontiers in Education Conf., 2008.
[33] “Laptops in the Classroom: Do They Make a Difference?” J. Eng. Education, vol. 91, no. 4, pp. 397-401, 2002.
[34] R. Toto, M. Wharton, J. Cimbala, and J. Wise, “One Step Beyond: Lecturing with a Tablet PC,” Computers in Education J., vol. 17, pp.2-11, 2006.
[35] R. Toto, K.Y. Kim, and J. Wise, “Supporting Innovation: The Diffusion and Adoption of Tablet Pcs in the College of Engineering,” The Impact of Tablet PCs and Pen-Based Technology on Education, Purdue Univ. Press, 2007.
[36] “Smart technologies,” http:/, 2008.
[37] R. Anderson, C. Hoyer, S.A. Wolfman, and R. Anderson, “A Study of Digital Ink in Lecture Presentation,” Proc. ACM Special Interest Group on Computer-Human Interaction (SIGCHI '04), vol. 6, no. 1, pp. 567-574, 2004.
[38] D. McNeil, Hand and Mind: What Gestures Reveal about Thought. The Univ. of Chicago Press, 1992.
[39] “Classroom Presenter,” education/ dlpresenter, Oct. 2008.
[40] “Bird Note-Taking System,”, 2008.
[41] J.G. Tront, V. Eligeti, and J. Prey, “Writeon: A Tool to Support Teaching Software Engineering,” Proc. 19th Conf. Software Eng. Education and Training Workshops, 2006.
[42] J.G. Tront and J. Prey, “Classroom Presentations Using Tablet PCs and Writeon,” Proc. 36th Frontiers in Education, 2006.
[43] C. Peiper, D. Warden, E. Chan, B. Capitanu, and S. Kamin, “efuzion: Development of a Pervasive Educational System,” Proc. Innovation and Technology in Computer Science Education, pp. 237-240, 2005.
[44] R.J. Anderson, R. Anderson, T. VanDeGrift, S.A. Wolfman, and K. Yasuhara, “Classroom Presentation from the Tablet PC,” Proc. Innovation and Technology in Computer Science Education, p.238, 2003.
[45] K Mock, “Teaching with Tablet PC's,” J. Computing Sciences in Colleges, vol. 20, no. 2, pp. 17-27, 2004.
[46] J.C. Wise, R. Toto, and K.Y. Lim, “Introducing Tablet PCs: Initial Results from the Classroom,” Proc. 36th Frontiers in Education, 2006.
[47] E. Ambikairajah, J. Epps, M. Sheng, and B. Celler, “Tablet PC and Electronic Whiteboard Use in Signal Processing Education,” IEEE Signal Processing Magazine, vol. 24, no. 1, pp. 130-133, 2007.
[48] R. Anderson, R. Anderson, K.M. Davis, N. Linnell, C. Prince, and V. Razmov, “Supporting Active Learning and Example Based Instruction with Classroom Technology,” Proc. 38th ACM Special Interest Group on Computer Science Education (SIGCSE '07), vol. 39, no. 1, pp. 69-73, 2007.
[49] A.C. Weaver, “Does Classroom Presenter Software Change Learning Outcomes?” Proc. Frontiers in Education, 2006.
[50] D. Berque, “An Evaluation of a Broad Deployment of Dyknow Software to Support Note Taking and Interaction Using Pen-Based Computers,” J. Computing Sciences in Colleges, vol. 21, no. 6, pp.204-216, 2006.
[51] T. Denning, W.G. Griswold, B. Simon, and M. Wilkerson, “Multimodal Communication in the Classroom: What Does It Mean for Us?” Proc. ACM Special Interest Group on Computer Science Education (SIGCSE '06), pp. 219-223, 2006.
[52] Z. Chambers, A. Chidanandan, R. DeVasher, L. Merkle, M. Minster, S. Mitra-Kirtley, D. Mutchler, S Sexton, A. Watt, J. Williams, and M. Zoetewey, “What Is Beyond the Laptop Initiative? Perhaps: Tablet PCs and Dyknow Vision Software,“ Proc. 36th Frontiers in Education, 2006.
[53] D. Berque, J. Prey, and R.H. Reed, The Impact of Tablet PCs and Pen-Based Technology on Education. Purdue Univ. Press, 2006.
[54] G. AlRegib, M. Hayes, E. Moore, and D. Williams, “Technology and Tools to Enhance Distributed Engineering Education,” Proc. IEEE, vol. 96, no. 6, pp. 951-969, 2008.
[55] J.L. Davis and T.W. Smith, “Computer-Assisted Distance Learning, Part I: Audiographic Teleconferencing, Interactive Satellite Broadcasts, and Technical Japanese Instruction from the University of Wisconsin-Madison,” IEEE Trans. Education, vol. 37, no. 2, pp. 228-233, 1994.
[56] M.H. Hayes and M. Mayercik, “Distance Learning Across the Atlantic,” IEEE Trans. on Education, special CD issue, 2000.
[57] M.H. Hayes, “Internet Distance Learning—the Problems, the Pitfalls, and the Future,” IEEE Trans. VLSI Signal Processing, vol. 29, nos. 1/2, pp. 63-69, 2001.
[58] Y.J. Katz, “Attitudes Affecting College Students Preferences for Distance Learning,” J. Computer Assisted Learning, vol. 18, pp. 2-9, 2002.
[59] “Elmo,” http:/, Oct. 2008.
[60] V. Razmov and R. Anderson, “Pedagogical Techniques Supported by the Use of Student Devices in Teaching Software Engineering,” Proc. ACM Special Interest Group on Computer Science Education (SIGCSE '06), pp. 344-348, 2006.
22 ms
(Ver 2.0)

Marketing Automation Platform Marketing Automation Tool