Educause Western Regional Conference

April 26th - 28th, 2005Integrating Wireless Technology into

a Publicly Funded University IT Curriculum

Or

How We Became IT Mavericks

Presenters

• Kimberlee Bartel, Ph.D., Associate Professor – Information Technology and Administrative

Management Department, Central Washington University

• David R. Rawlinson, J.D., Assistant Professor – Information Technology and Administrative

Management Department, Central Washington University

Technology in the Classroom

– Information Technology changes how instructors and students work with data

• Teachers report higher quality work product from students and increased self-confidence (Le Ber et al., 2004)

• Students have access to a variety of organizational tools (Leibiger, 2002)

• Student awareness of how technology is applied in practice is enhanced (Le Ber et al., 2004)

Technology in the Classroom, cont.

• Students report advantages to having computing technology in the classroom– Helped with school assignments– Helped learn computer skills– Provided access to the Internet– Helped students become more organized

(Lowther, et al., 2001)

Technology in the Classroom, cont.

– Expanded library instruction– Raised awareness of practical values of

new technology– Ability to access more resources of higher

quality (Le Ber et al., 2004)

Easy Access to Resources

• Dependable, fast computer networks make it easy for information to be accessed and shared with others

• Computers in general and wireless computers in particular can address issues such as lack of classroom space

(Le Ber, 2004)• The Internet becomes an effective resource and

the first place instructors and students look for information (Falk, 2003)

Wired Computer Networks

• Wired networks made it easy to share data with others– Fast– Secure– Dependable

• Limitations inherent in using wires to transmit data impedes information access and flexibility (Liu et al., 2003)

Wireless Computer Networks

• Wireless networks have advantages and disadvantages:– More flexible than wired networks

• Easier to share data with others, regardless of physical location (Cox, 2003)(Gay, Goldman & Kaufman studies, as cited in Liu, et al., 2003)

– Less costly to install compared to wired computer networks (DiGiano, 2003)(Cox, 2003)

– Security and Performance are of greater concern• More complex to guarantee the Confidentiality, Integrity

and Availability of data

Number of Wireless Networks Increase

Wireless networks in a school setting are no longer a novel idea (Ginzburg, 2001)

Advances in security, wireless standards and management are driving the increasing use of wireless technologies to link computing devices (Molta, 2005)

Wireless Capable Personal Digital Assistants (PDAs)

• Wireless capable PDAs have the ability to access the Internet

• Can be used effectively in an instructional environment (Leibiger, 2002)

• Provide a positive and effective complement to learning (Roschelle, 2003)

• Quizzes can be administered via wireless PDA (Falk, 2003)

• Students can turn in homework via PDA and IrDA technology

(Liu, et al., 2003)

Wireless PDA Anonymity

Wireless PDAs allow students to share ideas anonymously, thus promoting free discussion of ideas among students (Davis, 2003)

Wireless network access supports active participation in the learning process

(Cox, 2003)Wireless PDAs provide seamless access to

information anytime, anywhere (Gay, Goldman & Kaufman, as cited in Liu, et al., 2003)

PDAs versus Textbooks

• E-Books are just as effective as regular textbooks for studying and their usage is growing (Falk, 2003)

• E-Books provide extra search and annotation capabilities, are small and a large number of e-Books can reside on a PDA (Leibiger, 2002)

Expanded Library Knowledge and Usage

• Research activities can be more effective if done using computer technology rather than textbooks (Behrman, 1995)

• Students don’t have to physically visit the library to conduct research using wired and wireless computer technology

Managing Information using PDAs

• Librarians can take inventory using wireless technologies and use PDAs to provide hands-on instruction to students (Ginzburg, 2001)

Assisting Students with Disabilities

The PDA can assist students with learning disabilities (Leibiger, 2002)

The PDA is a great tool for providing a multimedia and communication platform (Behrmann, 1995)

Program Implementation

Topics

• Department Support

• PDA Purchase Specifications

• Institutional Technical Support

• Research: Student Response

• Emerging Affects for the IT Classroom

• Challenges

• Recommendations

Department Support

• Proposal presented to IT department faculty– Unanimous support

• All instructional and support staff provided PDA models identical to student requirement

• Training and support provided to encourage use– Role models for students– Universal application of PDAs v. one-class limitation

Purchase Specifications

• Performance objectives determined• Technical specifications created based

on objectives• Specifications matched with specific

Manufacturer and Model– Dell Axim X30 (312 Mhz) with integrated

Bluetooth and Wi-Fi.– SDRAM: 64 mb

Specifications

• Software– Microsoft Mobile 2003 for Pocket PC

• Contacts, Calendar, Task Manager, Internet Explorer, Pocket Word, Pocket Excel, Windows Media Player

– Microsoft ActiveSync– Odyssey Client

Institutional Technical Support

• ITS Department not prepared to provide support for wireless PDA technology

• ITAM Department Faculty provided support– Developed document and tested access

protocol– Provided troubleshooting support

Research Components

• Respondents were participating students

• Research– Demographic Data– Respondent Opinions– PDA Applications– Prior Access to Technology– Anticipated Continued PDA Applications

Respondent Age Demographic Data

Under 20 Years Old

21 – 24 Years Old

Over 25 Years Old

Total

Frequency 10 21 6 37

Percent of N 27.03 56.76 16.22 100

Respondent Sex Demographic Data

Male Female Total

Frequency 19 18 37

Percent of N 51.35 48.65 100

Respondent Grade Level Classification

Fresh-man

Sopho-more

Junior Senior

Total

Frequency 4 7 13 13 37

Percent of N

10.81 18.92 35.14 35.14 100

Respondent Opinion ItemsOpinion Statement Total

ResponsesMean

(1-4 Scale)StandardDeviation

1. When I first learned that PDAs would be required for this class, I was excited.

74 2.777 0.865

2. Purchasing and using my PDA has been a valuable experience.

74 2.959 0.851

3. The cost of the PDA was acceptable. 72a 2.777 0.748

4. I will continue to use my PDA for school-related activities.

73a 3.000 0.898

5. I will, or would if given the opportunity, continue to use my PDA for work-related activities.

74 3.345 0.716

6. I will continue to use my PDA for personal activities.

74 3.311 0.859

7. I recommend that PDAs continue to be a required purchase for all IT 228 students.

72a 2.771 .968

a Differences in n sizes due to no response provided on instrument

PDA Applications While Enrolled

Application Frequency Percent of Total

(N=37)

School 33 89.19

Work 14 37.84

Personal 33 89.19

Prior Access to Technology

Technology

Prior Access = Yes **Wireless Capable = Yes

*Frequency Percent *Frequency Percent

Desktop Computer 33 89.19 15 40.54

Cellular Phone 28 75.68 20 54.05

Notebook Computer19 51.35

14 37.84

PDA 4 10.81 0 0.00

*N = 37**Wireless technology in addition to telephone technology.

PDA Applications Used During the Course

Application Frequency Percent (N=37)

World Wide Web Access 36 97.30

Electronic Mail 33 89.19

Games 32 86.49

File Sharing/IrDA 32 86.49

Scheduler 30 81.08

File Sharing/Bluetooth® 29 78.38

Pocket Word® 25 67.57

Tasks 24 64.86

Notes 24 64.86

Contacts 23 62.16

Mobi-Pocket Reader® 22 59.46

Pocket Excel® 11 29.73

Plan to Keep PDA?

Response Frequency Percent

Yes 26 70.27

No 10 27.03

Undecided 1 2.70

Total 37 100.00

Expected Future PDA Applications

Application Frequency Percent (N=26)

Electronic Mail 26 100.00

World Wide Web 26 100.00

Scheduler 24 92.31

Notes 23 88.46

Tasks 22 84.62

Contacts 22 84.62

Games 22 84.62

Pocket Word® 21 80.77

File Sharing/Bluetooth® 17 65.38

Pocket Excel® 15 57.69

File Sharing/IrDA 15 57.69

Mobi-Pocket® 12 46.15

Emerging Affects for IT Classroom

• Use PDAs in all classes– Faculty must be role models

• Provides “Real World” Experience– Students gain confidence

Classroom Applications

• File Sharing– Individual student requesting material (IrDA)– Exams/quizzes/assignments (Bluetooth)

• Quick distribution, collection• “Pop” quiz

• Communications– E-mail (Wi-Fi)– Appointments, Tasks, Contact Information (IrDA)

• Research Activities– WWW searches (Wi-Fi)

Challenges

• Cost prohibitive for some students– Share PDA– Sell to student in next class

• Students without personal desktop computers– No ActiveSync®– Department desktop provided

Challenges

• Class time for PDA instruction & use– Time to order and receive

• Custom orders• Financial aid

– Course materials prior to PDA receipt• Introduction to Information Technology

Recommendations

• Support from Institution IT Services– Technical and troubleshooting

• Ongoing Faculty Training and Applications– Encourage classroom use– Provide meaningful classroom use ideas

• Funding to Offset Student Costs– Grants– Subsidies– Manufacturer discounts

Recommendations

• Enhanced learning opportunities– More Introduction to IT class time devoted

to PDA education

• Improved wireless PDA technology– More user friendly– More consistent and dependable

• Continued research– Assess (and re-assess) program viability

Questions?

Thanks!