Work in progress - assessing the impact of penbased computing and collaboration-facilitating software in the classroom

Abstract

Our project focuses on evaluating the impact of pen-based computing devices and collaboration-facilitating software in the engineering, science, and technical communication classrooms. The faculty members engaged in the project are implementing pen-based devices (both HP tablet PCs and Wacom pen slates) in their courses. In order to take full advantage of the technology, these instructors are also using DyKnow Vision software to encourage students to work together, to reduce students' time spent copying notes and problems on the whiteboard, and to encourage more efficient methods of studying for exams. The assessment component of the project includes both formative and summative methods deployed throughout the 2006-07 academic year.

Panel session - pen-based computing in the engineering and science classroom: Implementation scenarios from three institutions

“…Thus, we see the ways in which pen-based computing (both tablet PCs and pen slates) can enhance not only the visual dimension of a course, but also "facilitate collaboration, promote active learning, encourage note taking, and provide frequent opportunities for formative assessment." [1] As the research into pen-based computing pedagogies grows, we see the potential of the technology to change fundamentally the technical classroom. [2][3][4][5][6][7][8][9][10] As the panelists demonstrate how they are implementing pen-based computing in their institutions, they also share best practices that have emerged through their experiences.…”

“…[1] As the research into pen-based computing pedagogies grows, we see the potential of the technology to change fundamentally the technical classroom. [2][3][4][5][6][7][8][9][10] As the panelists demonstrate how they are implementing pen-based computing in their institutions, they also share best practices that have emerged through their experiences. In addition to the technology demonstration, we plan to discuss the pedagogical implications that result from the implementations, drawing on two years of assessment data that we collected in these courses.…”