Tablet PCs in the classroom

In the on-ground classroom, Professor Cohen uses a tablet PC to project class lessons. For on-line classes, she grades assignments using annotation tools. This presentation offers an introduction to tablet PC use.Cohen, P. (2009, April). Tablet PCs in the Classroom. Presentation at the 35th Annual Meeting of the New England Mathematical Association of Two Year Colleges, Manchester, New Hampshire. Retrieved from http://academicarchive.snhu.ed

A Tablet Screen Cast Receiver for Classroom with Low End Android Devices

Salah satu aktivitas menggunakan tablet adalah presentasi. Saat ini, kebanyakan aktivitas presentasi dilakukan menggunakan adapter VGA untuk bisa tersambung dengan LCD Proyektor. Konfigurasi ini memungkin presentasi berbasis kabel. Dan ini adalah hal yang menyulitkan penggunaannya untuk perangkat tablet yang memiliki sifat mobilitas tinggi. Beruntung, sudah ada banyak vendor yang menyediakan sistem presentasi yang bersahabat dengan membuatnya menjadi nirkabel. Tapi sistem tersebut hanya mendukung perangkat tablet high end. Pada makalah ini, kami mengajukan sebuah penerima tablet screen cast untuk perangkat tablet android low end. Yang memiliki potensi untuk diimplementasikan di kelas. Dari eksperimen, kami memperoleh hasil 9 FPS dengan delay sebesar 2 detik

Tablet PCs in schools: Case study report: A report for Becta by the Open University

The publication provides an analysis of twelve case studies involving schools in England that were using Tablet PCs. The analysis is complemented by brief individual reports describing aspects of how each of these schools was using Tablet PCs

The pen-based technology towards the lecture improvement

Abstract Nowadays perhaps the most widespread way of giving lectures at the universities is the slides presentation using computer and data projector. The common problems concerning this type of lecture presentation include one-way static transfer of information from teacher towards students, uncomfortable ways of active entries into the presentation, low students' engagement with no feedback, and static or no access to presentation materials. This contribution presents four years of experience in the effort to improve lectures using different presentation applications and several penbased technologies. Currently, the Tablet PC accompanied with Enhanced Classroom Presenter tends to be one of the most suitable solutions

Using mobile technology to create flexible learning contexts

This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology of Resources. These resources can be deployed variously but with a concern to promote and support different kinds of mediations, including those of the teacher and learner. Our approach is informed by sociocultural theory and is used to construct a framework for the evaluation of learning experiences that encompass various combinations of technologies, people, spaces and knowledge. The usefulness of the framework is tested through two case studies that evaluate a range of learning contexts in which mobile technologies are used to support learning. We identify the benefits and challenges that arise when introducing technology across multiple locations. An analytical technique mapped from the Ecology of Resources framework is presented and used to identify the ways in which different technologies can require learners to adopt particular roles and means of communication. We illustrate how we involve participants in the analysis of their context and highlight the extent to which apparently similar contexts vary in ways that are significant for learners. The use of the Ecology of Resources framework to evaluate a range of learning contexts has demonstrated that technology can be used to provide continuity across locations: the appropriate contextualization of activities across school and home contexts, for example. It has also provided evidence to support the use of technology to identify ways in which resources can be adapted to meet the needs of a learner

The road less travelled: leadership and engagement of learners in a collaborative learning environment

[Abstract]: Historically at USQ we have taught information literacy classes in a very traditional instructional format. The training labs have rows of seating facing forward, and large computer monitors in front of participants. The trainer stands at the front with a whiteboard and projection screen. With innovations in teaching styles and developments in learning spaces, we are this year initiating a change to information literacy classes. Traditional training labs and teaching styles have been replaced by collaborative group learning spaces and a guided teaching style. As part of a refurbishment project, one of our training labs and an office area of the library have been set up to support collaborative learning. Subsequently in Semester 1, 2009 we will begin using the new collaborative learning facilities for all generic information literacy classes, and some faculty classes. In the past our training has focussed on the transmission of information and we have not fully engaged our students in the learning process. We have used PowerPoint’s and the Library website to conduct classes. Whilst the basic information we want to impart to students will be the same, the way we do this and hopefully the learning outcomes will change significantly with the shift to a collaborative teaching style and environment