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School of Science and TechnologySchool of Science and Technology
Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile
Drs. Mai Yin Tsoi, David Pursell Richard Pennington, Joseph Sloop,
Julia Paredes
School of Science and Technology
USG 40th Annual Computing Conference, Rock Eagle 2011
School of Science and Technology
Winner of TAG’s 2011
for Innovative Use of Educational Technology
Excalibur Award
School of Science and Technology
One Grant Two StudiesStudy A: Use of iTouch in Organic Chemistry Course
VideosFlashcardsStudent SurveysStudent InterviewsClass Quizzes
Study B: Development of App in an Interdisciplinary Project
Organic Class = clientHiring of ITEC Class for projectModeling real-world Software DevelopmentApp helps Organic students learnInterviews / Surveys
School of Science and Technology
Overview of Organic iTouch Study
GGC Vision and MissionRationale/Literature ReviewTimeline/Description of Project DesignQuantitative ResultsQualitative Results
School of Science and Technology
GGC Vision and Mission
1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology
learning takes place continuously in and beyond the classroom
innovative use of educational technology
integrated educational experience that develops the whole person
wellspring of educational innovation
dynamic learning community
faculty engagement in teaching and mentoring students
innovative approaches to education
GGC Vision1GGC Vision1
. . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie)
SST Mission2SST Mission2
School of Science and Technology
Adapt to Today’s Students To Make Chemistry and Biology Easier•Students often find Chemistry and Biology challenging•Learning is more tied to technology •Technology enhances learning experience IF used•Take the work load to the student, • keep the busy work out of learning
School of Science and Technology
Flashcards + Cellphone???
•Flashcards memorization•Repetition is key!•Rare: carry flashcards everywhere•Common: carry cell phones everywhere!•Why not take advantage of the learning potential?!?
School of Science and Technology
School of Science and Technology
A Preference for Cellphones
Lower cost of ownership versus Laptops
Can expect access outside school
May lead to more “access” of material = more review/learning
Small learning curve
Multimedia
Higher motivation, engagement, time on task
School of Science and Technology
Achievement
Sturgeon, J., T H E Journal, 2007, 34, 16-18.
School of Science and Technology
Cell Phone Flash Cards and Airliner Videos (2007-2009)
iTouch Project (2010)
Flash Card Improvement
Airliner Video Reformatting
Laboratory Technique Podcast Production
iTouch Website Development
TsoiChem App Development
Mobile Enabled Learning (2011)
Evolution of Organic Chemistry iTouch Project
Facebook Online HW Learning App Practice Flashcards
School of Science and Technology
• Cell phone with PowerPoint Mobile• Cards organized by text chapter• Format of cards is flexible• Provide students a semester worth
of cards at beginning of term• Encourage use during homework,
problem solving sessions, and lab• Phones not allowed on graded
events
“I always have my phone, now I always have my flash cards.”
“I always have my phone, now I always have my flash cards.”
School of Science and Technology
1st Generation of Flashcards
School of Science and Technology
“Front” “Back”
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Etherexample:
1st Generation of Flashcards
School of Science and Technology
• “seamless learning contexts”1
• “one-to-one” learning2
• Tailored to class needs• preliminary empirical data: positive
• Access• Software/hardware compatability• Limited by Powerpoint issues
Pros/Cons to Cellphone Flashcards
1 Looi, C. et al. (2010) Mobilizing the Research. Education Week, 29, 6, p 34, 36.2 Banister, S. (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers in the Schools, 27, 2, p 121-31
School of Science and Technology
iTouch Project – Fall 2010Internal GGC Grant = $5000Purchased 25 Apple iTouch devicesDistributed to 2 class sectionsVoluntary Participation
Demographic SurveyChemistry Attitude Survey (CAEQ)1
Surveys after each quizInterviews of selected students
1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.
Quantitative Results Fall 2010
•No significant difference in quiz scores •By gender•By age•By race
•Results skewed due to teacher effects•Student reported use varied widely
School of Science and Technology
Quantitative Results Fall 2010 – Chemistry Attitude
•Chemistry Attitude (CA)– measure of self-efficacy in chemistry-related tasks
•CA change – difference between CA at start and at midterm of semester
•Technology Attitude (TA)—measure of self-efficacy in using technology
School of Science and Technology
Quantitative Results Fall 2010 – Chemistry Attitude
•No gender differences in CA change
•CA change at Start correlates negatively with CA change at Midterm (p < 0.004) •The higher CA at start, the less change at midterm
•As Age increases, CA change decreases significantly (p = 0.068)
School of Science and Technology
Quantitative Results Fall 2010 – Chemistry Attitude & Cell Usage•As Cell Usage increases, CA change increases significantly (p =0.029)
•In Non–iTouch sections, no correlation between Cell Usage and CA change (p = 0.624)
•In iTouch section, correlation between Cell Usage and CA change significant (p = 0.059)
School of Science and Technology
Quantitative Results Fall 2010 – Chemistry Attitude & Performance• Quiz 11.2: iTouch students with higher CA did
better than iTouch students who had lower CA• iTouch students did better on Quiz 11.2 than non-
itouch students (p = 0.001) • Quiz 11.2 – directly related to reaction flashcards• Higher CA midterm correlates with less usage for
all chapters• Higher TA midterm correlates with more usage for
all chapters
School of Science and Technology
School of Science and Technology
Quantitative Results Fall 2010 –Conclusions
Those who had high CA did not increase in CA muchOlder students did not have as much change in CA. Resistant to changes in beliefs?Assuming Cell usage = technology comfort:
High Cell Usage + iTouch = CA increaseHigh Cell Usage + no iTouch = no CA increase
Having iTouch increased the CA of students who are very comfortable with technology
iTouch makes a difference in student attitude!
Quantitative Results:POSSIBLE ISSUES•Low number of students•Limited content resources•Quizzes not directly linked to iTouch resources•Usage not regulated/documented•Steep learning curve – students AND faculty!
School of Science and Technology
Qualitative Results – Interviewee Demographics
Ages: 21 to 28 years old, self-selectedAllen: Asian maleKeith: Asian maleDora: Caucasian femaleValerie: Caucasian female
--------------------------Phung – Asian femaleBrenda – Caucasian femaleMatt – Caucasian male
School of Science and Technology
School of Science and Technology
Summary – iTouch Users
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Study Purpose
Interviewee Did/Did Not Use
General Comments
Necessity Phung DidLots of
personalization
Multi-Function,
mobile
Thorough Brenda Did, Some personalization
Uses all given resources
Efficient Matt Did, Lots of personalization
Saves time, minimize effort
USED OWN iPHONE
School of Science and Technology
Trends in InterviewsIf technology supported
learning/study style USEIf learning style was not enhanced by technology NO USEiTouch added “study purpose” to use
Study purpose affected how iTouch usedPrior technology experienceNOT a factor
School of Science and Technology
School of Science and Technology
Brenda: Mobility + Varied Learning Modes
MT: Would you say that having this mobility, being able to access this material more, has an impact on your learning of this material and if so, why?BB: Absolutely, because it’s just readily available. I study when I can and I study a lot. I like watching (the professor) write the problem because I’m watching him do it, I’m listening to him say it, it’s all coming out onto the screen for me, step by step
General Indications
•Students enjoy iTouch•Age/technology experience plays role•iTouch impacts attitude•Low n, low power = some patterns not salient•Learning style/purpose impacts use (or lack of) of iTouch as learning tool
School of Science and Technology
School of Science and Technology
Podcasts on Cell PhonePodcasts on Cell PhonePodcasts on ComputerPodcasts on Computer
Watch video clipsWatch video clips
Tutorial Podcasts
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• Students watch videos outside of lab class• Expectation: learn theory and techniques• iTouch/mobile devices enabled in-lab, real
time viewing • non-iTouch students used laptops
Watch video clipsWatch video clips
Laboratory Technique Videos
School of Science and Technology
School of Science and Technology
Some rote memorization needed in Organic ChemistryInstructor developed flashcardsCan be viewed on multiple platforms, multiple OS
Reaction Flashcards
Watch flashcard clipsWatch flashcard clips
Change in Focus: Information Delivery to Information ProcessingPrevious:• Lecture podcasts• Lab technique videos• Reaction flashcards
Change in Focus: Information Delivery to Information Processing
ADDED:• Online Homework system (publisher generated)• Mobile app for review (publisher generated)• Facebook Page – Social Networking• Drawing Flashcards – Senior Project, Natasha
Craft• One-Stop Website for all Multimedia Resources
School of Science and Technology
Future Directions Expand study
multiple mobile platformsiPads / tabletsTechnology rich classroom experience
Refocus InterviewsExamine ways in which resources are used