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ERIC Number: EJ854514
Record Type: Journal
Publication Date: 2006
Pages: 7
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1552-3233
Using Tablet Technology and Recording Software to Enhance Pedagogy
Radosevich, David J.; Kahn, Patricia
Innovate: Journal of Online Education, v2 n6 Aug-Sep 2006
A key benefit of information technology in educational settings is its ability to support engaged, interactive learning experiences consistent with constructivist principles. At the same time, educators are continually searching for low threshold technologies that integrate well in traditional learning environments, that do not require a high degree of technical expertise, and that merge seamlessly with learning management system platforms. In their study, David Radosevich and Patricia Kahn establish how tablet PCs and recording/playback software offer a way to meet such needs while also making a significant difference in learning outcomes. Radosevich and Kahn evaluate this hardware/software combination by comparing student performance over two semesters; during the first semester students in three courses did not receive the technology, and during the second semester students taking the same three courses did receive the technology. Both quantitative and qualitative evidence suggested that tablet technology and recording/playback software had a beneficial effect on learning outcomes, particularly in highly technical classes. Moreover, students and the instructor himself noted increased engagement with the use of the technology. In sharing their results, Kahn and Radosevich advocate further research of this technology as well as other emergent technologies to support constructivist pedagogy and enhanced student learning.
Fischler School of Education and Human Services. Nova Southeastern University, 1750 NE 167th Street, North Miami Beach, FL 33162. Tel: 800-986-3223; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A