Integrating tablets into the curriculum

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About This Article

WSU offers Tablets to all students that are part of the E-Warrior: Digital Life and Learning program. These tablet devices can be valuable educational tools when integrated fully into the curriculum. This article gives some examples of how tablets can be used to reach desired outcomes. It is intended for WSU instructors interested in integrating tablet technology into their curricula.

Why add tablet technology?

Technology is never the silver bullet. What really works in the classroom is engagement. So why add a tablet to the mix?

Simple. Faculty are busy and if there is anything that can make teaching and learning more effective and efficient, it is worth adding to the classroom. Tablets can be outstanding tools for improving effectiveness and efficiency, and make the class more effective and efficient will in turn make it more engaging to the students.

In this article, we will look at some examples of how tablets have been used in the classroom at WSU to change the way content is taught and learned. This article includes descriptions of six very different (yet very common) reasons to look at adding these devices to the curriculum. In each case, we will look at the objective to be met, what applications on the tablet make it possible, and how to determine if there was success.

How tablets enhance and transform learning

There are many ways to define and describe how technology changes education. For the sake of this article, we will use the SAMR model.

The SAMR model lists two ways in which technology enhances learning and two ways in which technology transform it.

Substitution refers to new tech replacing old tech with no substantial change. This would be like using Google Docs as a word processor instead of Microsoft Word.

Augmentation is like Substitution only the technology allows for an increase in functionality. Like using Google Docs as your word processor and then sharing the document with others in the class.

Substitution and Augmentation are both considered forms of enhancement to the learning.

Modification allows the teacher to redesign parts of the project, for example using Google Docs to group-write and group-edit a single document.

Redefinition lets the teacher create new tasks, once unimaginable, like sharing a writing assignment in Google Docs with students in another country.

Modification and Redefinition are both transformational to learning.

More information on the SAMR model is available at Kathy Schrock's Guide to Everything.

Sample objectives

What follows are some sample objectives that were typical of the pilot projects run at WSU. (There is a lot more information on all of the pilots under the category of Tablet pilot in this Wiki site.)

What makes these objectives typical is that they could pertain to almost any class on campus and occurred more than once throughout the pilot program. Each objective is described is generic terms, the process of selecting tablet applications is explored, some ideas on measuring success are listed, and examples of pilots that included this objective are supplied.

These are by no means the only objectives available to tablet users. Objectives for your class are totally up to you, the instructor.

 

Increase collaboration

Setting the objective

Collaborative work in the classroom brings several benefits. Students working together learn from each other, derive answers through group thought, and free up time for the professor. Collaboration also teaches teamwork and interpersonal skills that are important in the workplace.

A typical objective for a collaborative project might look something like this: Working in a group of three students, produce a script, storyboard, and finished video documenting an event on campus.

Selecting applications

Tablets are naturally collaborative. There are many ways students can work together on a project. Note-taking and sharing applications like Evernote or Google Docs are great for collecting input from several team members and building a product. Collaborative whiteboards like Moodboard let all team members draw simultaneously, contributing to the larger idea. Video tools like Adobe Connect or Skype let tablet users communicate over distance using video or audio.

Measuring outcomes

  • Did each team produce something of creative value?
  • Did each team create something bigger than the individuals could have on their own?
  • Was teamwork more evident when collaboration was properly promoted and nurtured?
  • Did each member have equal access to all aspects of the project and did each contribute in meaningful ways?

Learn how this has been done at WSU

To see how this objective was met in tablet pilots at WSU, refer to the articles on EDST Student Teaching Observers and ART 365 Campaign Design.

 

Expand the relevance of the experience

Setting the objective

Making classwork relevant to the real world carries multiple benefits. Students take more ownership of work that carries over to post graduation, they gain a better understanding of what is expected in the workplace, and employers are more likely to hire the graduates because of their experience.

An objective that uses relevance might look like this: Interview three members of your future profession to determine the educational experience required. Write up your findings in a paper.

Selecting applications

Adding relevance to a project can take on many forms. Interviews can be recorded in the field using applications like Interview Assistant Pro and Highlights by Cohdoo. Another layer of knowledge can be added to a field experience through augmented realty including applications that describe walking tours or art gallery tours. The camera and video editing applications like iMovie can be used to document an event.

Measuring outcomes

  • How well do the students make the connection between their work and what happens in the real world?
  • Does the student work match the need of potential employers in the workplace?

Learn how this has been done at WSU

To see how this objective was met in tablet pilots at WSU, refer to the articles on EFRT 459 Professional Educator, ENG 120/325 Works of Literature, and SOCW 355 Multicultural Issues.

 

Increase the student's audience

Setting the objective

Students often produce better work when the audience that views it is more than just the professor. To promote this type of audience, projects may be presented to a group of people, posted on YouTube, or shared through social networking. Whatever the vehicle, getting the student in front of people builds soft skills that are transferable to any career the student may pursue.

An objective that uses an audience might be: Write, record, and edit a video that documents a full day field trip to a local farm. Present the video at the upcoming college expo.

Selecting applications

While the tablet can play a very important part in the completion of a project presented to an audience (including the actual presentation itself), the applications used will be very dependent upon the nature of the project. Presenting the project on the tablet may use presentation software like QuickOffice, Keynote, or a video viewer.

Measuring outcomes

  • What is the difference between projects done for the professor and projects presented for an audience?
  • How does the promise of an audience affect the quality of the final product?

Learn how this has been done at WSU

To see how this objective was met in tablet pilots at WSU, refer to the articles on MCOM 356 Media in Society International and GEOS 405 Geoscience in the Media.

 

Organize all aspects of the class

Setting the objective

It is important for students to be able to hold and organize their notes and projects throughout the term and beyond. Whether this is organizing notes and handouts throughout the term as review tools for the final or creating a portfolio of the work from this and other courses to help get employment, organization is king.

Typically, an objective describing organization might look like this: Create and maintain an electronic portfolio containing all major projects from this course. Present your portfolio to the professor at the end of the term.

Selecting applications

The applications used to meet this objective will vary widely depending on the exact requirements set by the professor. For example, if the student is expected to maintain notes and materials throughout the term as a resource, Evernote or, to a lesser degree, Google Docs would fit the job nicely. They support good note taking and storage of other types of files in the Cloud. If the requirement is for an electronic portfolio, an application like Minimal Folio that supports the creation of electronic portfolios and storage of artifacts may do the trick.

Measuring outcomes

  • Did review of the student notes show completeness and organization?
  • Does the student have an electronic portfolio that is complete and professional enough to aid in finding employment?
  • Beyond simple typed notes, did the student add videos, photos, audios, or other supporting materials?

Learn how this has been done at WSU

To see how this objective was met in tablet pilots at WSU, refer to the articles on MCOM 210 Visual Communication and ART 365 Campaign Design.

 

Make experience more efficient or effective

Setting the objective

It has been shown that students are more engaged in learning when they can efficiently and effectively collect the data needed for success and process those data into answers. Making experiences more efficient and effective streamlines the education process and increases the likelihood of success.

A possible objective may be: Collect data to support learning in a way that is direct and minimizes the chance of lost or incorrect data.

Selecting applications

One of the benefits of tablets is their mobility. By taking tablets into the field where the use of laptops may be difficult or impractical, data are correctly collected on the spot, minimizing loss and incorrect entry.

For this type of objective, there are several paths available. The professor may choose a special purpose data-gathering tool like Field Notes Pro or Open Flow Pro that is geared for scientific study and data gathering in the field. Other professors may choose something more general purpose like Evernote that can be used in nearly any circumstance. There are also audio collection tools like Interview Assistant Pro that allow for the recording of conversations or even the camera on the tablet for recording video.

Measuring outcomes

  • Do you see improvement in the quality of data collected by the students?
  • Are results more accurate?
  • Are students making the connection between the data they collect and the project they are working on?

Learn how this has been done at WSU

To see how this objective was met in tablet pilots at WSU, refer to the articles on GEOS 309 Watershed Science and BIOL 320 Ornithology.

More Information

Related Wiki Topics


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