Abstract:

Our presentation introduces a study that adds to the body of knowledge that informs instructors on how to incorporate iPads and other mobile devices into their instructional strategies. We support the notion that making technology accessible to instructors for classroom use is futile if teachers are not provided proper direction or training on how the technology can be used to effectively facilitate learning. Our project is a springboard for the development of teaching strategies that best incorporate mobile devices as components of student response systems (SRS) - defined here as hand-held devices used to collect and display immediate responses to interactive poll questions.
Mobile devices are increasingly more accessible to students and teachers at the post-secondary level. With the implementation of the iPad Initiative at Jackson State University (JSU), all first time freshmen now have personal iPads that serve as instructional aids to enhance learning. This is a groundbreaking endeavor, especially for an urban, minority-serving university. Our research capitalizes on this exciting work by implementing the use of mobile devices to determine how they can be used in undergraduate mathematics courses to facilitate conceptual understanding. Specifically, mobile devices were employed as components of a SRS to engage students in meaningful mathematical dialogue. The participants were the instructors of and the students enrolled in a freshman level mathematics course. We employed an exploratory research design to address the following questions within the parameters of our selected case:

1. What are benefits of utilizing mobile devices as components of student response systems to
(a) facilitate mathematical discourse,
(b) encourage student participation in class activities, and
(c) manage class time?
2. In what ways do students believe the use of mobile devices as components of student response systems enhances their learning experience(s)?
3. What instructional practices facilitate successful implementation of mobile devices as components of student response systems?

We are utilizing qualitative research methods to determine the usefulness of SRS in promoting mathematical dialogue. This study is a case analysis in which classroom observations, student participant surveys, and a semi-structured instructor participant interview are being conducted to examine the aforementioned research questions. Each of the three data sources will contribute to identifying instructional practices that facilitate successful implementation of mobile devices as components of a SRS.

Keywords:

Mathematical dialogue, discourse, mobile devices, clickers, student response systems, class engagement.