iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference


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iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference

Presenter: Lucy Parker, California State University, Northridge

myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.

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  • Choice of iPad, connector includedFaculty kickoffmyCSUNtablet MoodleIntensive WorkshopsOne-on-one consultationClassroom support for initial launches
  • Gesture-based screen readerVoiceOverVisual Alerts : Contrast & MagnificationMono Audio OutputClosed CaptioningAssistiveTouch TechnologyUse of Adaptive Input DevicesHeadsets and Switches
  • The results of the first two methods are shared here
  • Faculty taught a learning module (10 PP slides) without the iPad and gave a Quiz 1Then taught the same material without the iPad and gave a second Quiz 2Quiz 2 was similar but not identical to Quiz 1Student scores were compared using a paired t-testThe test was conducted in TWO sections- Oct 2013 Results: The average % on Quiz with Standard deviation increased by 20% in Section 1 and by 38% in Section
  • Faculty first evaluated baseline knowledgeTraditional: Static PP slides in class and in LMS. Students were not asked to take notes or draw.iPad: Used ipad as Whiteboard to draw process of mitosis. Students did same on their iPads and were asked to upload their pictures to Moodle. Faculty was teaching in an untethered classroom and was able to check in with students as they tried to figure it out.Results: Quiz after each method to assess student comprehension of the material.Non iPad case: 36% of students got the answer correctiPad Method: 92%
  • Take notes Answer polls & quizzes Draw diagrams in real-time & send them in Allows instructor to alter strategies on the flyCustomized teaching materials they made Record/edit lectures Create/deliver multimedia eTexts Utilize Apps that bring materials to life through interactivityReceive immediate feedbackInstructors can use the feedback to adjust instruction real-timeFree or low-cost Apps do not always work Trouble accommodating hundreds of studentsDigital books not always available or still costly
  • The challenge of the cost: how many textbooks have to be offset and for how long? How much do the tablets have to be used (and how) for the cost to be worth it?The problem with the publishers
  • CSUN students were to bear the cost of iPadsHigh expectations for value-addedResentment when have non-iPad devices or laptopsTime to learn Apple ecosystem of AppsFile-management & Cloud Storageintegration with LMSeTextsTeaching untetheredAdministering examsTools for collaborationSimultaneous use of ipads required increase in Wi-FiChanges were made in 3 classroomsEventually enabling students to go untetheredRequire significant investment and controls to avoid screen hijackingFaculty prefer untethered teachingRequires reconfiguration of wireless networks
  • Are Law Books upto this change? Some books will be around for a long time! Average student spends $200 per course for textsBreak even after THREE classeseBooks are $12-$15 but some $100 or more?If the Profs. design and furnish FREE course text
  • iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference

    1. 1. iDo or iDon’t - myCSUNtablet Initiative Lucy Parker COMP 100 Lecturer/Coordinator
    2. 2. Overview • Process • Goals • Programs • Apps • Accessibility • Progress to date • Technology challenges and resulting actions • Assessment • Faculty and student data • Conclusion & Next Steps
    3. 3. Why CSUN? • Anticipating a widening deployment of portable devices and Cloud Technology • Faculty already using strategies to engage students • Students are urban commuters, tech-savvy, on tight budgets, expecting: – Low Cost – Portability – Personalized Media-enriched Content
    4. 4. Why Apple? Why Tablet? Few have thought as holistically as Apple Integrates devices, Apps, Accessi bility, Authoring tools, Repositories, Co nsultation Convenient ALWAYS ON Access Anytime -Anywhere Multi-Functional
    5. 5. Celebrities
    6. 6. iPad user Profile iPad owners are six times more likely to be wealthy, well-educated, power-hungry, over- achieving, sophisticated, unkind and non-altruistic 30-50 year olds!
    7. 7. Why now? • Largest colleges issued iPads to the faculty • iPad is industry standard in nearby K-12 • Governor signaled in the budget an interest in technological solutions for access, cost problems • Surge in hybrid courses and e-books that faculty author • CSUN has reached a tipping point for strategic change
    8. 8. 1.Reduce COSTS for students 2.Enhance LEARNING experience 3.Greater student ENGAGEMENT 4.Increase quality of TEACHING materials Goals
    9. 9. Process • Meeting at Apple in December 2012 • Faculty retreat January 2013, led to faculty volunteers • Focus on three semester sequence launched Fall 2013 • Offer iPad and non-iPad sections
    10. 10. Programs • 7 Majors Biology Journalism Liberal Studies Health Sciences Integrated Teacher Education Program (ITEP) Kinesiology Engineering & Computer Science In Fall 2014 Psychology Special Education
    11. 11. Stats Overview70 faculty volunteered 44 Faculty in F2013 + S2014 Fall 2013 = 1,121 students Spring 2014 enrollment = 1700 60 Advisors got iPads for mobility and convenience Professional development workshops 30 iPads for the Matador Achievement Center (MAC) distance tutoring/mentoring
    12. 12. Getting Started • Purchase iPads • mini or Retina, 32GB, iOS6 • Encouraged to purchase at Bookstore – Option A: Full payment – Option B: 2-3 semester installment plan • No Rent – Yes Loan • Free AppleCare for first 500 students • Eligible for Financial Aid coverage
    13. 13. Logistics to Support Students • IT Help Center  Learning Commons  Call X 1400  Chat • Online guides and tutorials
    14. 14. Information on the Web •Getting the Word Out
    15. 15. Schedule of Classes - iPad and non-iPad options
    16. 16. Faculty Support
    17. 17. Intensive Workshop Lineup
    18. 18. Faculty Kickoff
    19. 19. Moodle for myCSUNtablet
    20. 20. Accessibility • ADA accessibility core to initiative • iPad makes testing for accessibility relatively easy • All apps tested for accessibility • App liaisons identified for each program
    21. 21. 6 Steps
    22. 22. Changes to the Technology Infrastructure • Classroom Readiness • Untethered Teaching – H/W - Clearpass – S/W - Aruba Airgroup and AirServer – Preventing excess load “chatter” on the network which would compromise performance • myCSUNbox
    23. 23. Core Apps
    24. 24. Other Apps • Adobe • Blackboard Collaborator • Calculator Pro • • Dragon Dictation • DropBox • EasyBib • Encyclopedia Britannica • Explain Everything • Free Books • Flipboard • iBooks • Keynote • Numbers • Pages • Scan • Skype • Bloomberg • Frankenstein:Biblion • Garbology • GoodReader • Idea Sketch • Kindle • Mendeley • NeuNotes • NeuDraw • Wikipanion • World’s Fair: Biblion Funded by Campus Quality Fee
    25. 25. Tools for the Collaborative Classroom Nearpod Learning Catalytics Socrative
    26. 26. eTexts • Can be Adopted, assembled or created • 19 Faculty - converting print text into digital format • 7 Faculty - creating eTexts from scratch • Electronic versions are lower cost from publishers • Creations are free or low cost • Interactive, modular, multimedia
    27. 27. eTexts • Three Tools used : –iBooks Author –Softchalk –PDFs • FTC work with Library to help faculty with Copyright issues • Some profs wish to make their work public for no charge
    28. 28. Distribution of Apps In Spring 2014, CSUN plans to test the newly released Apple program whereby Apps can be purchased by departments and “loaned”, making it possible to take advantage of volume purchasing.
    29. 29. Classroom & Technology Issues Problems accessing the wireless network myCSUNbox Integration Learning how to teach untethered Learning Examsoft paperless testing Learning & using the collaborative Apps • Nearpod • Socrative • Learning Catalytics combination of pushing materials out to students and collecting student responses via wi-fi
    30. 30. Assessment: The Four Plans Direct Impact on student learning outcomes Indirect impact on student & faculty attitudes & behaviors Indirect impact on pedagogy Ethnographic analysis of classroom practices
    31. 31. Direct Assessment: Impact on student learning outcomes Conducted by identifying “Signature Assignments” Assignments carefully designed to identify the unique contribution of iPads to student learning outcomes Three courses were studied Two in Biology and One in Journalism •BIOL 106 - 97 students •BIOL 106 - 112 students
    32. 32. Biology 106
    33. 33. Biology 107
    34. 34. The Journalism Experience
    35. 35. Mobile Reporting How important is it for a journalist to know how to use a tablet as a reporting tool? 1 = Not important 5 = Very important
    36. 36. Mobile Video
    37. 37. There’s An App for That App Category Examples Collaborative newsroom Google Drive, Box Audio and note taking WavePad, AudioNote, Notability, Soundcloud Social media Twitter, Facebook, Instagram, Storify Writing and story ideas Pages, Inspiration Lite Video/photo Snapseed, iMovie, YouTube Capture, Video Transfer Plus, UStream, flickr
    38. 38. Journalism TRADITIONAL Students study examples of good and bad paragraphs, then practice writing and turn them in iPad Faculty used Nearpod App to push out exemplary paragraphs; students were then asked to practice writing and editing paragraphs on their iPads Results: Inconsistent and Insignificant The quality of writing did not improve systematically! The Instructor noted a benefit of being able to commandeer student’s attention
    39. 39. Indirect Assessment: Faculty and Student Surveys 221 Students (25%) - 15 Professors (50%) 0% 5% 10% 15% 20% 25% 30% 35% 40% Bookstore Outside CSUN Already Own Borrowed Obtaining iPads
    40. 40. Use of iPads Accessing the internet 94% Take a quiz 92% Visit a course in Moodle 90% Use apps 84% Process email 76% Take pictures 76% Take notes 75% Take an exam 75% Annotate slides 68% Read an eText 66% Watch a video 62% Draw pictures 60%
    41. 41. Student attitudes towards iPads: Instructor relied enough on the iPad in teaching the course to make it worthwhile 75% Apps Cost reasonable 75% Happy with the way iPads were used in the course 61% iPads should be adopted in teaching more broadly at CSUN 60% iPad Help me save money in the long run 51%
    42. 42. Specific benefits of iPads Use less paper 85% Access course material more effectively 78% Study “on the go” more 72% Engage more with course material 65% Learn the material better 63% Improve my grades 58%
    43. 43. Variation by Instructors: Instructors who used the iPad extensively and for a variety of activities received significantly higher evaluations from students than those who used iPads for one or two activities
    44. 44. Conclusions & Next Steps
    45. 45. iPads can increase student engagement 120 students responding to poll question
    46. 46. Studying Digitally
    47. 47. Paperless Exams iPads have the potential to improve the quality of teaching
    48. 48. Personalized Learning in the Classroom Real-time understanding
    49. 49. Marking Up Slides with Explain Everything iPads can improve student scores through active learning
    50. 50. Three devices per student
    51. 51. Achieving cost neutrality will be difficult
    52. 52. Next Steps 1. Faculty to design more signature assignments 2. Faculty discovery of existing digital materials via Open Education Resources 3. Faculty-authored eTexts 4. Faculty to Increase professional development 5. Faculty be allowed time to Redesign their courses & be up to speed quickly 6. Holistic adoption of tablets, consider going DEVICE NEUTRAL 7. Funding for significant wireless enhancements 8. Untethered solution to all myCSUNtablet classrooms
    53. 53. Elimination of hardbound books? Evolution of the online world? PUBLISHERS ROLE?
    54. 54. iPads have the potential to improve learning in certain but not all teaching situations.
    55. 55. Questions