Assignment 1, Part 3

Assignment One, Part 3
Name: Susan Quinn

Revised Final Topic Sentence: Can 3rd grade elementary students improve learning skills through the use of a handheld computer?

CRITIQUE

Article Reference: Curtis, Michael; Luchini, Kathleen; Bobrowsky, William; Quintana, Chris; Soloway, Elliot Handheld Use in K-12: A Descriptive Account. IEEE International, 2002. Available: IEEE xPlore Version 1.5

Research Question:

The research question addressed in the study was to determine the ways students would use a handheld computer and the time they would spend using it. Software created by the research group aided in tracking type of use and time utilization of the handheld computers.

Variables:

The dependent variables in this study were to observe the amount of time students used their handheld computer and the tasks they used it for. The teacher structured lessons so students had multiple methods of learning opportunity. A software program installed on the handheld computer tracked the quantity of time and the task the handheld was with. There are no independent variables as all students used the handheld computers and the teachers did not manipulate the amount of time the handheld's are used.

Hypotheses:

There was one directional hypothesis for the study: The use of a handheld computer would be used for learning and daily management skills would improve student learning.

Research Design:

There was only one group of subjects at the four grade levels. The study was a simple descriptive design, without a control group.

Diagram of Research Design Events 1 2 3
Group 1 O1 X O2

The data on the dependent variables were reliable since the software used was designed to track the type of use and the time the handheld was utilized. The study did not test for an improvement in learning. The researchers had no problems with subjects dropping out or not participating in the study.

Population:

The population described in the research question was 3rd graders at Mead Elementary School, 6th grades in Hartland Farms Intermediate in Allen Park, Michigan, 7th graders at Beaubien Public Middle School in Detroit, Michigan and 8th graders at Greenhill Schools in Ann Arbor, Michigan. There were 22 students in the 3rd grade class, 56 at Hartland Farms Intermediate, 30 students in the 7th grade at Beaubien and 33 in the 8th grade at Greenhills School.

The measures of the DV's were derived from the data collected from the software installed on the handheld computers. The study did not measure the level of learning from the beginning of the study to the end. As students used the handheld's, the software tracked the task it was used for and the amount of time it was used. There did not appear to be any loss of internal validity due to the lack of specific number of students.

Data Gathered:

Most data gathered was via the Palm Artifact Management software program the researchers wrote to make the statistical documentation of the study. Observations were made by the researchers to understand the classroom management and interaction of the students and teachers. Student artifacts and log files provided the insight into the use of the handheld computers.

Results:

Given that DV's were correlated to time and task usage and not a learning increase, a conclusion can be drawn that the hypothesis is not supported. The authors concluded that use of a handheld computer provides a powerful tool to aid in research. The flexibility of the handheld computers support collaborative activity and increase student-to-student interaction. Word processing software on the handheld has facilitated the ease of creation, revision and sharing of documentation. This article did not support the hypothesis that using a handheld computer will increase learning in 3rd grade students.

SEARCH

Article 1

TITLE: Handheld Use in K-12: A Descriptive Account
AUTHORS: Curtis M; Luchini K; Bobrowsky W; Quintana C; Soloway E.
SOURCE: IEEE International Workshop 2002 Aug. 29-30 2003 P23-30
ABSTRACT:

OBJECTIVE: The study described how handheld computers were used by four different Michigan school. The study showed that regardless of age or environment, the primary, and most powerful uses of the handheld computers were not for organizational purposes. Students did take advantage of the organizational features of the handheld's, but they were most likely used as tools to aid in research, alternatives to paper-based tasks, group collaboration activities and more. The study gathered data on time use and task use to gain a better understand of what handheld computers do in a classroom.

Article 2

TITLE: Designing a Low Cost Educational Handheld Computer for Children (UT Telecampus Login required FIRST)
AUTHORS: Contreras S
SOURCE: Fourth IEEE International Caracas Conference on Devises, Circuits and Systems. Apr 17-19, 2002. Pages 1027-1 - 1027-5
ABSTRACT:

OBJECTIVE: The study shows how Motorola designed a new low-cost educational handheld platform and how this design went, in a short time, from a wire-wrap prototype to a complete product ready to production. RESULTS: Studies have shown that the introduction of computers to the schools, and more specifically educational games, is a proven way to accelerate learning. CONCLUSION: It was demonstrated that a tool of this type enormously helps the development of children.

Article 3

TITLE: Will Handheld's Work in the Classroom?
AUTHORS: Valorie Nybo and Robert Orr
SOURCE: Syllabus Nov 1 2001
ABSTRACT:

OBJECTIVE:Researchers at Western Carolina University studied whether handheld computing devices—personal digital assistants or PDA's—would ever take off as the hardware of choice on college campuses? Do their portability and low cost outweigh the tradeoffs in power and functionality? What can these devices do for a student that a laptop or desktop computer cannot? While the desktops offer students compelling advantages, such as lower costs, more durability, and a guarantee against theft, the obvious disadvantage remains—students can’t bring the desktops to class. RESULTS: There were problems with student adoption of the devices. Though the students who participated in the experiment were volunteers, they showed little enthusiasm. CONCLUSION: Although improvements were made between the first and second study group, researchers found problems with student use of the handheld computers. However, it is still felt that handheld computers will be a viable alternative to a mobile computing environment.

Article 4

TITLE: The Viable Alternative: Handheld's (UT Telecampus Login required FIRST. It appears the server is timing out and a "page not found" error is encountered. Refresh the page and it loads correctly.)
AUTHORS: Cathleen A Norris, Elliot M Soloway
SOURCE: School Administrator. Arlington: Apr 2003. Vol. 60, Iss. 4; pg. 26
ABSTRACT:

OBJECTIVE: Studies conducted by the Center for Highly-Interactive Computing in Education examined the effects of the use of handheld computers in the classroom. Data were obtained from schools in Michigan and Texas that equipped students in grades 3-9 with handheld computers. RESULTS: Results revealed that when each student used a handheld computer, students were productive, revised their work, revisited their notes, and collaborated. Implications for practice and research are outlined. CONCLUSION: Students use of handheld computers improved production, collaboration and study skills.

Article 5

TITLE: PDA's as educational power tools (UT Telecampus Login required FIRST. It appears the server is timing out and a "page not found" error is encountered. Refresh the page and it loads correctly.)
AUTHORS: Steve Chi-Yin Yuen, Patrivan K Yuen.
SOURCE: Tech Directions. Ann Arbor: Apr 2003. Vol. 62, Iss. 9; pg. 14
ABSTRACT: PDA's, such as Palms and Pocket PCs, are making technology accessible, affordable, and fun for teachers and students alike. PDA's just might be the mobile computing technology that will revolutionize the learning process (Shields & Poftak, 2002). RESULTS: PDA's intuitive interface, portability, and wealth of third-party software applications make them a valuable tool for enhancing instruction and learning in and out of the classroom. CONCLUSION: Use of handheld computers make learning fun and productive for students.

	Copyright © 2003
	Susan Quinn