The purpose of this study was to examine effects of using Tablet PC to increase student engagement in their academic work, especially nontraditional students in the field of special education, through technology in hybrid graduate courses. Student achievements were compared through pre- and post-tests on course content areas, pre- and post-surveys on course goals and objectives as well as open-ended interview questions. Findings from the surveys on feedback types indicated that the majority of students preferred digital feedback using Tablet PC and face-to-face conversation compared with other forms of feedback. Students' engagement level was significantly increased as measured by their participation in online Blackboard discussions. Eighty percent of their postings were related to the feedback on their assignments. This finding suggested that individualized feedback was related to student interactions and engagement. The pre- and post-test scores of the participating classes showed significant difference of student achievements in content area. There was no significant difference between the two classes in terms of achievement. Pre- and post-surveys showed that there was a significant change of students' goals and objectives throughout the period of taking the course. The interview results from the participating students confirmed this change.