Hi,
I came across this article while looking for technology in the science classroom: http://edlab.tc.columbia.edu/files/EdLab_Krajcik.pdf
It is an article about the use of technology including Palm applications in K-12 classrooms. The one thing I found interesting was that the article reported on a study in which there was no significant difference in Pre- versus Post test results over a two year period. They compared student with and without the Palm technology. I laughed when they proposed that one reason for the lack of improvement was the "strict teachers that prohibited students from using the Palms creatively". I would think that a teacher would allow their use if they agreed to participate in the study.
The article also pointed out the typical need/ barrier for effective use: Accessibility, Cost, and Digital Storage Space which would contain "repositories filled with lesson plans, software, etc."
It was a four page article reviewing the work of Prof. Joe Krajcik from the University of Michigan. I wish there would have been more of a followup on how the Palm applications were used during the year. Was it used just as a calendar or did they obtain data/ manipulate data with it?
Ken
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Hi Ken-
Two years ago I started doing a lab on "Power" where the students run up the stadium steps and well, calculate their power output. I have them take data on a Compaq iPaq, write it to a SD card, take it to the computer lab, manipulate and graph, etc. One day is spent learning how to use the features of the iPaq, the second day is the practical part of the lab.
It works well, except that over the last two years, two of the units have been broken (in all fairness, one was because of what I believe to be flawed design of the power button). I've requested Tablet PCs as my next generation, low cost solution that I'm going to try to implement.
A lot of "in the field" data collection is done using handhelds. I think it is our responsibility as educators to expose our students to the technology they may be using before they reach the workplace.
Hi Ken, this is Joe (TA)
I too would like to see a follow-up on that research. The value in a hand-held isn't simply replacing the same technique with a different piece of hardware. Which brings me to the quote you pulled regarding why there was no difference:
"strict teachers that prohibited students from using the Palms creatively".
I interpret this to mean that the teachers used to the palms in the same way they would use a pen and paper, which wouldn't result in any significant difference. Still, that seems like a pretty flimsy excuse.
I would like to see a study that concentrates on the actual techniques used with the Palms.
It sounds like Kevin's approach to hand-helds derives benefit from that hardware. If you're in the field collecting data, the hand-held is superior to pen and paper (in most cases).
This is a great reading. Obviously, I am on board with the use of technology in the school, but teachers and admin. need to read this to see the application technology anbd what it can do. I agree with Kevin in that with the way the world is headed with technology rapidly changing, we need to get students involved and expirienced in as much technology as possible.
Below is website that I thought that you might be interested in. It focuses on Palms in the classroom. There are numerous links to download software as well as reviews on software. There are also links to applications for project-based use of Palms, which includes various lessons. One especially good link from this site is the Concord Consortium's Probesite that offers a wealth of ideas on how teachers can use handhelds with sensors to enrich science learning. For example, using software and probes, students can use sensors to measure their environment, and immediately see data graphed on their Palm handheld. A good starting point for using Palms to enrich the science curriculum.
http://www.leasttern.com/teacher/
palms.html
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