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An Evaluation of Digital Pen Technology in an Educational Setting

An Evaluation of Digital Pen Technology in an Educational Setting. What are the phases of a teacher’s work? Preparation Presentation Assessment Can the digital pen be an useful assessment tool?. Foreign Language Assignments. Philosophy Homework. Math assignments.

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An Evaluation of Digital Pen Technology in an Educational Setting

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  1. An Evaluation of Digital Pen Technology in an Educational Setting

  2. What are the phases of a teacher’s work? • Preparation • Presentation • Assessment Can the digital pen be an useful assessment tool?

  3. Foreign Language Assignments

  4. Philosophy Homework

  5. Math assignments

  6. 1 instructor of a foreign language class • 4 students in that class What does the study involve?

  7. The instructor and students use the Logitech io pen …

  8. And Cambridge digital notebooks.

  9. Students use the digital pen and paper to do their assignments. • Email the assignments to the instructor. • Instructor reviews and comments on the work. • Emails the responses back to the students. • All emails copied to me to track the date and time each is sent. • Date & time of hardcopy assignments tracked to act as a “control” group.

  10. Use the Questionnaire on User Interface Satisfaction (QUIS) to gauge participants’ views on the pen and the software. • QUIS administered via the web. (LMNH CSV). • Interviews pre and post course to support the QUIS results. • Students and instructor can use the pen and paper for other tasks.

  11. Why pen and paper computing? • Pen and paper have been around since 105 AD; everyone writes! • Tablet PCs are expensive and bulky. • PDAs are small and hard to use with large documents and tasks; good for the teacher, but not the students. • Unit cost of digital pen and paper < $250.00.

  12. Why do this study? • Simple pilot study that, hopefully, will lead to more extensive research on digital pens in education. • Assessing the learner-to-interface interactionHillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). • Learner-to-instructor, learner-to-learner and learner-to-content are all there as well but learner-to-interface is the focus. • All functionality is “out of the box.” • Using the QUIS, a pre-validated instrument on User Interface Satisfaction.

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