New SRI International Study Shows Handheld Computers Can Increase Learning in K-12 Classrooms
Approximately 90 Percent of Teachers Surveyed Say Handhelds Are An Effective Instructional Tool
MENLO PARK, California - November 11, 2002 - Independent research institute SRI International today announced the final results of the first objective, large-scale study of the use of handheld computers in more than 100 elementary and secondary classrooms across the United States. The two-year study evaluated classrooms that received Palm Education Pioneer (PEP) technology grants.
Dr. Barbara Means, director of SRI's Center for Technology in Learning said, "Schools that have adopted handhelds to date have done so without the benefit of research to guide them. Now, through the results of the PEP program study, teachers and schools can make informed decisions about adopting and implementing handhelds.
"Twenty-five years of research on desktop computers has shown that, when used appropriately, technology can have a beneficial impact on teaching and learning," Dr. Means continued. "The PEP evaluation study found that handheld computers can offer unique benefits to students and teachers. Students can have a personal, portable device ready-at-hand for individual or collaborative learning activities, wherever they go. Students can use handheld computers to collect data in the field, to learn vocabulary words while waiting to be picked up after soccer practice, or to self-quiz during a long car ride."
Teachers participating in the study reported a very high acceptance of handhelds in their classrooms and enthusiasm for the many enhancements they can bring to the learning process. Key findings include:
- 89% said they found the handhelds to be an effective instructional tool for teachers.
- 93% said they believe that handhelds can have a positive impact on students' learning.
- 95% said their students were "very" (66%) or "fairly" (29%) comfortable using the handhelds.
- 90% plan to continue using handhelds in the classroom post-study.
- 72% said handhelds are more easily used in the "flow of classroom activity" than desktop computers.
Classroom Profiles: How Handheld Computers Met Student Needs in New York and Illinois
For some special needs students, a seemingly simple writing assignment can be exasperating. Learning disabilities, dyslexia, or grapho-motor problems can cause students to struggle to write legibly on paper. Through the PEP program, a teacher at a New York middle school investigated how his special needs students could be helped with writing tasks through the use of handhelds with attached keyboards. This teacher reported that there was a significant decrease in student frustration with writing, and students became significantly more efficient at their daily work. With handheld computers, these students enjoyed and even looked forward to their writing tasks, he said.
In Illinois, two classrooms used handhelds with attached probes to determine the water quality of the Illinois River. Students collected river water and conducted tests on variables such pH level, temperature, and phosphate concentration. Students used handhelds to outline their data analysis process, to sketch their assigned portion of the river, and to input weekly journal entries. Their teachers reported the handhelds had a tremendous positive impact on student involvement. Using handhelds, students asked engaging questions and were more "on task" than usual, and were effective collaborators.
Countering Setbacks with Solutions
PEP teachers reported some drawbacks to using handhelds in the classroom. They were mostly related to equipment management, such as inappropriate use of the handhelds, general classroom integration issues, usability issues, equipment damage, and potential for loss or theft. Teachers found that precautions could counter many of these drawbacks. For example, many created "acceptable use" policies that extended beyond the classroom.
Additional Findings
Additional findings include:
- 75% of teachers that allowed students to take the handhelds home reported an increase in homework completion rates.
- Teachers reported that access to a portable, personal learning tool increased students' motivation to learn, and increased collaboration and communication.
- A range of teachers, from almost 100% of participating elementary school teachers to 77% of high school teachers, stated that handhelds can have a positive effect on their teaching practices.
- Nearly all teachers reported that additional software and peripherals were essential in maximizing the benefits of handhelds for learning.
About the PEP Program and the Final Report
The complete final report, available at http://www.palmgrants.sri.com, is based on data from 86 PEP projects in Fall 2001 and 83 PEP projects in Spring 2002 (out of a total of 102 projects). These projects implemented handheld technology during the 2001-2002 school year, and provided evaluation data to SRI. In Fall 2001, 147 PEP teachers and their team members completed questionnaires. In Spring 2002, 114 teachers and their teammates completed questionnaires. Palm, Inc. donated more than $2.3 million in handheld computers to participating schools. More than 1200 schools applied to the program.
Schools were selected for the PEP program through a competitive grant process in which the teachers themselves proposed how the handhelds would be used in their classrooms. The handhelds were typically used throughout an entire school year.
Researchers from SRI's Center for Technology in Learning evaluated the use of handhelds in teaching and learning and the implementation strategies that facilitated success. Researchers also sought to understand the limitations of handheld computers in the classroom.
About SRI International
SRI International (http://www.sri.com/) is one of the world's leading independent research and technology development organizations. The nonprofit research institute performs contract research and development for government agencies, commercial businesses and private foundations. SRI's Center for Technology in Learning (http://www.sri.com/policy/ctl) advances theory and research on effective learning and teaching, and applies new insights to the innovative design, use, and assessment of interactive learning environments.
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