I see what you are doing: Student views on lecturer use of Tablet PCs in the engineering mathematics classroom.

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Bibliographic Details
Title:	I see what you are doing: Student views on lecturer use of Tablet PCs in the engineering mathematics classroom.
Authors:	Maclaren, Peter¹ peter.maclaren@aut.ac.nz, Wilson, David¹, Klymchuk, Sergiy¹
Source:	Australasian Journal of Educational Technology. 2017, Vol. 33 Issue 2, p173-188. 16p.
Subject Terms:	Engineering education standards, Whiteboards, Classroom environment, Training, Lecturers, Tablet computer software, Equipment & supplies
Abstract:	Mathematically intensive engineering subjects at a tertiary level have traditionally been taught in classroom environments using whiteboards or blackboards. This paper reports on student views of the effectiveness of board and alternative technologies used within existing classroom contexts. Students in this study revealed a strong preference for the use of pen-enabled Tablet PCs as a delivery technology. The maintenance of a handwritten approach, combined with ready visibility of material, support for inclusion of other digital outputs and post-class access to material, were key factors influencing student preferences. Although this introduction of technology did not involve substantive changes in classroom pedagogical approaches, the study suggests that the Tablet PC technology may facilitate future development of more flexible approaches. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Mathematically intensive engineering subjects at a tertiary level have traditionally been taught in classroom environments using whiteboards or blackboards. This paper reports on student views of the effectiveness of board and alternative technologies used within existing classroom contexts. Students in this study revealed a strong preference for the use of pen-enabled Tablet PCs as a delivery technology. The maintenance of a handwritten approach, combined with ready visibility of material, support for inclusion of other digital outputs and post-class access to material, were key factors influencing student preferences. Although this introduction of technology did not involve substantive changes in classroom pedagogical approaches, the study suggests that the Tablet PC technology may facilitate future development of more flexible approaches. [ABSTRACT FROM AUTHOR]
ISSN:	14493098