A study to investigate using mobile devices in the construction management classroom as rationalized by the needs of industry

Abstract

The construction management (CM) curriculum is constantly adjusting to keep pace with changes and developments in industry. Often times, CM programs will make use of an industry advisory committee to make sure that the program remains relevant and is aligned with the needs of industry. Technology is a common subject when faculty and industry professionals converge. At times the path is clear for what needs to be done, and other times no real direction is provided to make sure that universities are doing what is necessary to meet the needs of industry. In this study, a detailed survey was administered to industry professionals with the intent of using this data to inform CM academic programs in terms of what mobile device would be best to use. Eventually, this data will prove useful in helping faculty design course curricula to include the right kind of mobile device for the right type of learning activity.

Student Perspectives on the Use of iPads for Navigating Construction Drawings: A Case Study

“…The ways by which the industry uses technology should be "mimicked" [4] in academia if faculty are to prepare the future practitioners in the industry. Students are limited by their lack of experience in the application of new technologies in the construction industry [5].…”

“…Construction faculty must seek ways to actively engage Generation Z students [7] in ways that these tech-savvy students prefer to learn. Unfortunately, construction academics continue to struggle to define a clear path regarding how technology can be used in the classroom [4] which could be a detriment to the learning experience [8]. Moreover, the utilization of technology in a construction management classroom can be cumbersome if there is not a well-thought-out plan to do so, and the instructor is not aware of the impacts (good or bad) of introducing new technology.…”