The focus of the investigation Recent educational research and advances in cognitive learning theory suggest that most students learn deeply and more effectively when they actively engaged in their learning. “Active learning" approaches are based on the premise that increased student engagement results in larger learning gains than “passive” learning, regardless of the pedagogy used. Active participation enhances learning for most students, especially for women and other underrepresented groups in science. Based on this theory if using the tablets made students more active, they might learn more meaningfully and therefore be more successful. This is supported by the results of our pilot study of students using guided inquiry. Our current objective is to study the impact of networked tablets in Chemistry lectures on student success in different pedagogical environments. Faculty have different teaching styles in our General Chemistry course -- some strictly lecture, some use student centered guided inquiry group activities, and most use a combination of lecture and student problem solving. We want to measure any change that using the tablets with DyKnow software has on student success in each pedagogical environment. Are the students in one pedagogy influenced differently and why?

Emerging results Initial studies from the first grant demonstrated a 58 percent increase in success of the students in the networked tablet classroom over the control class. These results are supported by the current learning theory -- increased student engagement leads to greater student success -- but further studies are needed to determine how much of that increased success is due to the technology and not the instructor or pedagogy. We have completed the first year of data collection on instruction without tablets within each pedagogical style. We are currently analyzing the data for statistical differences in the control groups and our results will be posted late summer 2008.

The approach to the study A two-year quasi-experimental, mixed methods design is being used for this research. The first year we are collecting data from classes that use three different degrees of student involvement without using tablet for controls. The second year we are collecting the same data from the same instructors using the same three pedagogies while using tablets. This permits a direct comparison of a particular instructor and pedagogy with and without the technology in a nested statistical analysis. We will look for interactions between pedagogy and using tablets. To measure student academic success, data was collected on pre and post GALT test scores (test of logical thinking), student success rates (ABC versus DWF), grade distribution, student assessment of their own learning gains, percentage of students who enroll in the next course sequence, and performance on common validated essay test questions and on a standardized national final exam. To measure in-class student engagement, data was collected on class attendance, course completion rates, and time spent by students in active class activities. Out-of class student engagement was measured by recording student use of the Science Corner tutoring center, homework completion, and student and faculty surveys. Student approach to learning is being measured using ASSIST instrument. This instrument categorizes the student's approach as 1) seeking meaning 2) strategic or 3) surface / apathetic.

Faculty Professional Development In the past other technological advances, such as the use of student response systems (clickers), have initially failed to reach their full potential due to the difficulty of implementing new technology with new pedagogy and time demands on faculty. Our second objective is to remove barriers to adaptation of curricula to networked tablets technology for instructors, for both those with and without technological expertise. The end result is easier implementation of networked tablets by expert and novice teachers to support active learning for both motivated and unmotivated students. To that end we have developed basic training for faculty on the classroom, DyKnow software and the tablets. To date all chemistry faculty (including part time instructors) have received the training and are developing their own materials. For two days at the end of May 2008 we are providing half day tablet classroom workshops at a national chemistry educators conference. We expect that more than 60 college chemistry faculty from all over the nation will work on the tablets during that two day period. In spring 2009 we plan to train faculty in disciplines outside of science at Eastfield College, so that both networked classrooms can be widely used.