PROJECT

GOALS

As technology grows and expands, it is important to explore its advantages to assist learning and the ways this can be incorporated within schools. For this reason, we have researched student attitudes towards technology in the classroom and the influence it has on student learning. The following are the primary goals of this research:

· Gain a better understanding of the abilities and limitations of PDAs and Handheld PCs
· Determine the usefulness of using mobile technology in the university classroom
· Enhance classroom learning through the use of technology
· Develop useful programs for use in classrooms to supplement professor's instruction

PROJECT RESULTS

-- Training Materials on Mobile Devices -- PDA Accessibility Issues -- Learning Assessment Questionnaires -- Learning Assessment Findings -- Mobile Devices in the Classroom

FINAL EXPENDITURES

Comments
Support from NWACC was used to cover the costs of a 0.34 FTE (14 hours/week), graduate research assistant for 2 terms. The university provided matching support for 1 term. The budget shown is the revised budget that was submitted and approved by NWACC on December 3, 2002.

FUTURE WORK

The PI’s for this research have been involved in the development of a mobile wireless technology-based learning environment to support undergraduate education in the College of Engineering at Oregon State University. This work began in the summer of 2001. With the support of NWACC we have worked to develop and test a methodology to evaluate the impact of mobile and wireless PDA usage in the undergraduate classroom.

Using mobile PDA’s in the classroom at the university setting helps mitigate the need for expensive infrastructure investments required to provide connectivity. With these initial curriculum innovation efforts we are moving from a paradigm of computer enabled classrooms, to a paradigm of a mobile, wireless technology-based learning environment! While exposure alone to the mobile wireless technology is important in developing the skills of tomorrow’s engineering work force, the research supported by NWACC has helped to create an understanding of the pedagogical impact of introducing this type of technology into undergraduate engineering education. The following research questions have guided our work thus far, but much additional analysis and data collection must be completed to support our initial findings.

* To what extent does the use of mobile technology in the classroom enhance learning?

* How can mobile technology be utilized most effectively in the classroom?

* What are the issues associated with using mobile technologies in the classroom?

* Do different populations react/respond differently to the introduction of mobile technology in the classroom?

A reliable tool for assessing student attitudes towards the integration of PDA’s has been developed. This tool provides instructors an avenue to assess student attitudes on the introduction of technology into traditional college-level classrooms. Preliminary research results suggest that students in an introductory course in using computers for engineering problem solving, had fairly positive attitudes towards PDA’s when utilized in a traditional classroom setting. Preliminary research also suggests that different populations (based on age, gender, and ethnicity) respond to these innovations differently. These results are consistent with some previous research, but additional research is necessary to confirm these findings.

Student performance metrics were also analyzed and research results supported the hypothesis that there was a relationship between the introduction of PDA’s in a traditional classroom and improved student performance as measured by scores on a midterm exam and student self-evaluation of learning objectives directly tied to the portions of the course in which PDA’s were used. Confounding factors can not be ruled out and may provide an alternate explanation for the initial findings. Further study is needed to provide a deeper and broader understanding of the potential for relationships between the introduction of technology in the classroom and student performance.