Blog Post 3

In "Three examples using tablet technology in an active classroom," Gerard, Knott, and Lederman give examples of how tablet PCs can be used in class discussions, simulations, and small group activities.

For group discussions, the authors point out that talking and listening are key elements for students to collaborate, facilitate understanding, share ideas, and build knowledge. However, it can be difficult for students to record and synthesize information during a fast-paced discussion, which they are often expected to do. Gerard, Knott, and Lederman said that they were able to use the digital ink feature on a tablet PC to effectively take notes during a discussion. They said that by taking notes directly on the tablet screen, which were then projected onto a larger screen for the class to see, allowed them to digitally ink diagrams, record class comments and responses, and write down discussion points, while also saving all of that information for future use and reflection. Students had a visual representation of their thinking in real time, allowing their ideas to become tangible and also easily changed, deleted, or reorganized.

To utilize the tablet PC in a learning simulation, the authors created groups of three to four students to represent the top management teams of autonomous companies competing with the other made-up companies in the class. Groups had to analyze a variety of information sources as well as make strategic decisions for their company. Gerard, Knott, and Lederman said that these decisions became so complex that it was necessary to meet with each group individually for "audits." Using the tablet PC, the instructor was able to pull groups out of the classroom one at a time, allowing the groups to meet privately with the instructor and still have access to all the necessary information. The tablet PC also allowed the instructor to move easily between groups and keep all of the information, notes, and observations for each group organized in one place.

For small group collaboration, Gerard, Knott, and Lederman had groups read an article and choose a perspective (in this class they chose a business viewpoint) and evaluate business strategy and influential factors based on that perspective, and finally make recommendations based on their evaluations. Students used the digital ink on the tablet PC to create matrices of their findings and project them to the rest of the class as living documents, fostering increased class discussion, according to the authors. Furthermore, with the use of a single tablet PC, each group was able to drag and drop their individual matrix into one shared document for the entire class.

I have a personal tablet that I can use in my classroom or the library, once I make that transition. I will use it to enhance class discussions similar to the way Gerard, Knott, and Lederman did. I have found, as they pointed out, that it can be difficult as the teacher to record points the students make or ideas they share, and the tablet will make doing that easier, more organized, and will free me from being chained to the board or computer. It should also make projections easier for the students to follow and understand, rather than the semi-organized scribble-scrabble it can easily turn into. Having a roadmap of the discussion that is easily edited, rearranged, and saved for future reflection and discussion will also be useful for students to understand and remember the information and what was discussed.

The second way I will improve my integration of technology in the classroom is to use the tablet for group activities. Groups can take turns recording portions of a project onto the tablet and all groups' information and findings will be saved in one place where they can be combined into a collaborative document or projected easily for the rest of the class to see and discuss. Students will enjoy personalizing their work and seeing and being able to add to or edit other students' work digitally. Using the tablet for group work will also enable me as the instructor to keep all of my group information in one place, including observations, notes, and resources for the students to use.

Gerard, J.G., Knott, M.J., & Lederman, R.E. (2012). Three examples using tablet technology in an
     active learning classroom: Strategies for active learning course design using tablet technology.
     Global Education Journal, 2012(4), 91-114.