Graphing investigations using portable (palmtop) technology

Abstract

The increasing use of portable computers raises issues about their impact on learning and attitudes to computing. These issues were explored in an evaluation of a weather project undertaken by 48 students aged 13–14 using palmtop computers. Students worked in groups over 3 weeks, collecting and graphing temperature data. Motivation and confidence in using technology increased and learning gains of averages and graph interpretation were observed. The evaluation illustrated the potential power and versatility of portable technology in tackling graphing, and the opportunities they present for student participation. Some pedagogic implications of using portables are considered.

Students' experiences with PDAs for reading course materials

“…As Stonier [1] predicted in 1991, people can now use handheld computers as electronic books. Recently, this increasing functionality of palmtop computers has led several authors to argue that palmtop computers could be usefully exploited as learning tools [2][3][4][5][6][7].…”

“…Studies investigating the potential use of palmtop computers as learning tools have primarily been conducted within school settings [e.g., 4,8,9], although recent projects in the United States have also begun exploring the use of such devices in college and university settings [e.g., 10, 11]. Fung et al [2] speak of a 'paradigm shift' towards portable computing in education, likening it to the historic shift from reading as an activity that took place only in centres of learning to an activity that became an integral part of everyday life.…”

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

“…Soloway et al, 2001) believe that such devices have the potential to revolutionise learning, allowing students to undertake learning activities wherever they happen to be. Furthermore, because mobile handheld devices are personal and portable, they may incite in learners a sense of personal ownership over learning tasks and the technologies used to support learning (Hennessy, 2000).The purpose of this article is to review the empirical literature pertaining to the use of mobile handheld devices in K-12 and higher education settings. In this article, we limit our review of handhelds to devices such as personal digital assistants (PDAs), 154 Australasian Journal of Educational Technology, 2009, 25(2) palmtops, and mobile phones.…”

Mobile technologies: prospects for their use in learning in informal science settings

“…However, still too often the assumption is that collaborative activities will involve students sitting at a PC. In early work at the OU reported later we noticed that there was a potential benefit of handheld computers in relation to the fact that as portable computers were in students' hands, they seemed to allow more spontaneous face to face communication than when students were seated round desktop computers (see Hennessy, 2000 andHennessy et al, 2001). …”

“…A later project the Portable Information Technologies for Supporting Graphical Investigations Project (see Hennessy, Fung, Scanlon and Northern, 1998;Hennessy, Fung and Scanlon, 2001;Hennessy 2000) involved a series of linked studies using early handhelds with adults, and school children in a range of settings. In one study, secondary school students were given handheld computers (Pocketbooks) to use in a collaborative project involving mathematics, science and geography skills.…”