Tablet PCs are an exciting and innovative technology that, when used to their full capability, can potentially have a positive impact on classroom pedagogy and learning outcomes. Tablet PCs have all the functionality and robustness of a laptop computer, with the added benefit of using a stylus to write directly on the screen. The tablet PC can be integrated into the classroom setting in a number of key ways, including: 1) Allowing teachers and students to write directly on the screen with the stylus, 2) Using Microsoft OneNote as an electronic whiteboard, 3) Annotating and saving existing files such as PowerPoints and pdfs, and 4) Recording real-time lectures for later viewing.
However, research indicates that barriers, including knowledge gaps, technology fears, and time constraints, exist that prevent educators from adopting this technology. This research project focuses on creating an instructional design website that educates secondary teachers on how to use the innovative features of the tablet PCs to enhance their pedagogy. The instructional website includes tutorials that demonstrate how the features of the tablet PC can be integrated into the classroom setting.
This presentation will examine the design changes implemented, comparing the resource before and after modification, and discuss the theoretical frameworks and instructional design models that informed design choices. The instructional design website can be viewed at http://etec687tabletpc.weebly.com.
Michael Nelson, University of Hawai‘i at Manoa, Honolulu, HI, USA
The Common Core State Standards (CCSS), adopted in Hawai‘i in 2012, place an emphasis on engaging students with complex, non-fiction text. In primary grades, emergent readers struggle with the level of complexity and challenging vocabulary found in non-fiction text. An overwhelming percentage of my first grade students are unable to read at grade-level proficiency and more interested in fiction than non-fiction. I decided to create an immersive environment that would provide rich content-based learning, capture student interest, and keep students highly engaged.
Today’s students are so motivated by technology; why not use it as a vehicle to increase engagement in reading non-fiction? Using a mobile application called Aurasma, I enhanced my classroom Language Arts program with augmented reality (AR). AR uses technology that overlays multimedia features over the real world environment through mobile device cameras. With no programming background, I was able to add interactive videos, 4D-images, and sound clips into non-fiction classroom readers. Not only did AR give students access to complex, non-fiction text, it also allowed them to engage in meaningful ways and strengthen their comprehension and text connections. This presentation will discuss how augmented reality infused life into regular books and how these books evolved based on my classroom implementation. Participants will be able to experience and learn about a valuable teaching tool that brings learning to its full potential and allows children to explore independently, manipulate objects in a natural way, and exercise control over their own learning experience.
Davina Pangelinan, University of Hawai‘i at Manoa, Honolulu, HI, USA
Faculty in higher education are more challenged than ever before to keep up with the rapid growth of technology that is transforming the educational environment. The new era of technological advancement has brought new possibilities to enhance teaching and learning in ways that never existed decades ago. Faculty face various time-consuming demands such as developing lesson plans, maintaining research agendas, and creating student assessment materials. Providing instant assessment feedback to every students after an evaluation can be a challenging task. The purpose of this instructional design project was to evaluate the effectiveness of a learning module in instructing university faculty on how to use Socrative as a smart student response system for assessment. Socrative differs from other student response systems as it uses students’ own web-browsing devices (e.g. smartphones, ipads). The e-learning module was created to support faculty in implementing Socrative for student assessment and feedback. The module was developed using Weebly website creator, and was based on the ADDIE system approach, Vygotsky’s social-constructivist theoretical framework, and self-directed learning theory. Professors and teaching assistants completed an online module that included a pre-survey, post-test, and post-survey. Participants were expected to gain knowledge and insights from this study to further support their teaching practice. The study findings revealed a slight change in participant attitudes and comfort regarding the use of technologies for student assessment, particularly Socrative 2.0. This research project not only aimed to equip university faculty with the necessary skills to use a 21st century technology tool such as Socrative, but also to meet the needs of digital natives.
Youssef Hadiri, University of Hawai‘i at Manoa, Kaneohe, HI, USA
The Kona Coast on the island of Hawaii is a world-class destination for those who seek ocean adventures. One activity that sets Kona apart from other worldwide tourist destinations is the opportunity to observe manta rays in the wild. Manta tour guides act as authorities about manta rays while conducting tours, however, there is no official course for these guides. To fill this need, the Manta Naturalist Course for Manta Tour Guides and Operators was developed and delivered in February 2015.
The purpose of this instructional design project was to develop and evaluate the first module in this naturalist course for manta tour guides offered through Hawaii Community College, Office of Continuing Education and Training in Kona, Hawaii. The course includes two face-to-face classroom sessions along with an online component. The course content can be found at http://laro18.wix.com/mantanaturalist and the learning management system is Laulima at https://laulima.hawaii.edu/portal. The Dick and Carey Model offered the framework for instructional design and Keller’s ARCS Model (Attention, Relevancy, Confidence, Satisfaction) was employed throughout the development. Using Web 2.0 tools, this presenter combined original content with an emphasis on underwater video of manta rays with meaningful online connections in a curated collection. Special emphasis on visual design was placed on the course web site. Design choices based on theory were compared with practical application. Based on feedback, modifications were made. Lessons learned and recommendations for future courses will be highlighted.
Wendy Laros, University of Hawai‘i, Manoa, Kailua-Kona, HI, USA